From maarten.lemmens at univ-lille3.fr Mon Oct 1 17:35:13 2012 From: maarten.lemmens at univ-lille3.fr (Maarten Lemmens) Date: Mon, 1 Oct 2012 19:35:13 +0200 Subject: 2nd CfP AFLiCo 5: "Multi-modality & language variation; cognitive linguistics" - Lille, France Message-ID: Second CALL FOR PAPERS - AFLiCo 5 “Empirical Approaches to Multi-modality and to Language Variation” Fifth International Conference of the Association Française de Linguistique Cognitive (AFLiCo 5) University of Lille 3, Lille, France May 15-17, 2013 http://aflico5.sciencesconf.org/ PLENARY SPEAKERS (titles and abstracts on conference web site) Dagmar Divjak (University of Sheffield) Colette Grinevald (University of Lyon 2) Irene Mittelberg (RWTH Aachen University) Gary Morgan (City University London) François Rastier (CNRS and INALCO Paris) Luc Steels (ICREA (IBE-UPF-CSIC) BARCELONA & SONY CSL PARIS) OBJECTIVES This conference chiefly aims at consolidating and strengthening the network of cognitive linguists working in France and abroad by providing a forum for discussion and collaboration in the tradition of the preceding AFLiCo conferences in Bordeaux (2005), Lille (2007), Nanterre (2009) and Lyon (2011) and the ‘JET’ workshops in Bordeaux (2010) and Paris (2012). THEMATIC SESSIONS This conference will be the fifth international conference of the Association Française de Linguistique Cognitive (AFLiCo; www.aflico.fr). The conference’s major foci are in line with the direction the previous AFLiCo conferences were headed in: multi-modality (in particular, co-verbal gestures and signed languages viewed as multi-channel communication systems) and linguistic variation (typology as well as intra-language variation). However, the conference seeks to add an important dimension to this direction, viz. empirical methods in (cognitive) linguistics, which have recently been attracting growing interest. With this emphasis on empirical approaches, the conference meets a real need of the linguistic community (cognitive or otherwise), given that the field of linguistics is shifting ever more rapidly towards interdisciplinary approaches, using various advanced empirical methods, ranging from psycholinguistic experiments to sophisticated analyses based on (large) corpora. The study of multi-modality recognizes the frequent simultaneous presence of multiple communication channels. In the visual domain, co-verbal gestures underscore the embodied nature of language proposed by cognitive linguistics. In the aural domain, para-verbal aspects of utterances (pitch, intonation, voice quality, etc.) beg the question of how to isolate stable correspondences between these ‘forms’ and semantic (particularly attitudinal) values. As was the case for the 2007 AFLiCo conference held in Lille, we explicitly welcome proposals for papers on signed languages, which by their very nature are multi-modal communication systems, as the signed utterance is brought about not just by means of hand gestures but also through posture and movements of, inter alia, the upper body, the head, the mouth and the eyebrows. Signed languages provide a window to the human mind and its capacity to represent abstract concepts in concrete, material forms; cognitive linguistics offers a well-suited model to account for iconicity, metaphor and metonymy, which are central to the study of the world’s signed languages. The topic of signed languages ties in with the LSF (langue des signes française) Interpreter training at the University of Lille 3. Cross-linguistic variation has been the object of typological and comparative cognitive studies which address the issue of universal grammar and linguistic relativity. With regard to intra-language variation, recent years have witnessed the emergence of a cognitive sociolinguistics. Language variation is also a key ingredient in explaining language change and grammaticalization. GENERAL SESSIONS The conference will not be limited to thematic sessions devoted to the main foci described above. The organisers also encourage researchers to submit proposals within other areas of cognitive linguistics, to be presented in the general parallel sessions. Possible topics include (but are not restricted to): - (cognitive) construction grammar - conceptual metaphors - image schemata - frame semantics - coercion and the tension between productivity and convention in language - computer modelling based on empirical data - problems and solutions in empirical methods: corpus studies, acceptability ratings, response time measurements, event-related potential experiments, eye tracking studies, etc. The organisers further encourage young researchers to submit an abstract. NOTE: for organisational reasons, the thematic sessions on signed languages will be grouped on the first day of the conference (15 May). SUBMISSION PROCEDURE Abstracts will be submitted to a double, blind review. They should be fully anonymous and not exceed 500 words (references excluded). Submission is to be done via a login on the conference website (http://aflico5.sciencesconf.org/). Researchers who have a login on the HAL-SHS website can use that instead of creating a new one. IMPORTANT DATES Submission deadline: November 15, 2012 Notification of acceptance: January 15, 2013 Workshop “Empirical methods in Usage-Based Linguistics”: May 13 and 14, 2013 Conference dates: May 15-17, 2013 (TBC: registration & welcome reception: May 14, from 17:00) REGISTRATION Details about the registration procedure and registration deadlines will be posted on the conference website as soon as they become available. There will be reduced registration fee for AFLiCo members and students as well as early bird reduction. CONFERENCE LANGUAGES English (preferred), French, LSF (please notify the organisers in advance) CONFERENCE WEBSITE http://aflico5.sciencesconf.org/ SPRING SCHOOL To enhance the success of the empirical dimension, we will organise, pending funding, a Spring School on “Empirical methods in Usage-Based Linguistics” on the two days preceding the conference (i.e. on May 13 and 14) with 5 parallel workshops on different empirical approaches, each presenting a specific methodology or tool: (1) corpus linguistics: principles and general methods (Dagmar Divjak, University of Sheffield, UK); (2) statistics in corpus linguistics with R (Dylan Glynn, Lund University, Sweden); (3) annotating and analysing multi-modal data in ELAN (Mark Tutton, University of Nantes, France); (4) transcribing and analysing oral data in CLAN (Christophe Parisse, University of Paris 10, France); (5) methods in psycholinguistic experiments ([to be confirmed]). Further details will be posted on the conference website. ORGANISING COMMITTEE: Maarten Lemmens, UMR 8163 STL (CNRS and Universities of Lille 3 and Lille 1) Dany Amiot, UMR 8163 STL (CNRS and Universities of Lille 3 and Lille 1) Annie Risler, UMR 8163 STL (CNRS and Universities of Lille 3 and Lille 1) Bert Cappelle, UMR 8163 STL (CNRS and Universities of Lille 3 and Lille 1) SCIENTIFIC COMMITTEE Florence Chenu, University of Lyon 2, France Marion Blondel, University of Paris 8, France Jana Bressem, University of Frankfurt an der Oder, Germany Georgette Dal, University of Lille 3, France Nicole Delbecque, University of Leuven, Belgium Walter Demulder, University of Antwerp, Belgium Guillaume Desagulier, University of Paris 8 Elisabeth Engberg-Pedersen, University of Copenhagen, Denmark Sonja Erlenkamp, University of Trondheim, Norway Jean-Michel Fortis, University of Paris 7, France Craig Hamilton, University of Mulhouse, France Dylan Glynn, University of Lund, Sweden Maya Hickmann, University of Paris 5, France Harriet Jisa, University of Lyon 2, France Annetta Kopecka, University of Lyon 2, France Silva Ladewig, University of Frankfort an der Oder, Germany Jean-Rémi Lapaire, University of Bordeaux 3, France Aliyah Morgenstern, University of Paris 3, France Caroline Rossi, University of Lyon 2, France Stéphane Robert, Fédération TUL - FR 2559, France Paul Sambre, Lessius Hogeschool, Antwerp, Belgium Mark Tutton, University de Nantes, France Kristel van Goethem, University of Louvain, Belgium Myriam Vermeerbergen, University of Leuven, Belgium Bencie Woll, University College London, U.K. Sherman Wilcox, University of New Mexico, Albuquerque, NM, USA From v.evans at bangor.ac.uk Mon Oct 1 19:45:14 2012 From: v.evans at bangor.ac.uk (Vyv Evans) Date: Mon, 1 Oct 2012 20:45:14 +0100 Subject: 2nd Call for Papers: Cognitive Futures of the Humanities, Bangor April 2013 Message-ID: COGNITIVE FUTURES OF THE HUMANITIES International Conference 4-6th April 2013, School of Linguistics & English Language, Bangor University WEBSITE: www.bangor.ac.uk/cognitive-humanities/ CONTACT: cognitivehumanities at bangor.ac.uk ORGANIZER: Prof. Vyv Evans (www.vyvevans.net) We invite 20-minute paper submissions for a major international conference organized on the Cognitive Futures in the Humanities. The conference will take place on 4-6 April 2013, and will be hosted by Bangor University. Confirmed plenary speakers include the following distinguished scholars: Peter Stockwell (University of Nottingham) Ellen Spolsky (Bar Ilan University ) Shaun Gallagher (University of Memphis) Lisa Zunshine (University of Kentucky) Mark Turner (Case Western Reserve University) Elena Semino (Lancaster University) The conference is associated with an international research network on the ‘Cognitive Futures in the Humanities’, which is supported by the UK’s Arts and Humanities Research Council (AHRC), awarded to Dr. Peter Stockwell (Northumbria), and Prof. Vyv Evans (Bangor). RATIONALE AND CONTEXT This first major conference provides a forum in order to bring together researchers from different humanities disciplines, whose work relates to, informs, or is informed by aspects of the cognitive, brain and behavioural sciences. It aims to address, in various ways, the following questions: what is the ‘cognitive humanities’? In what ways is knowledge from the cognitive sciences changing approaches to language, literature, aesthetics, historiography and creative culture? How have practices in the arts and humanities influenced the cognitive sciences, and how might they do so in the future? This conference will facilitate the exchange of new, innovative research at the intersection of established disciplines, such as philosophy, linguistics, literary studies, art history and cultural studies. The ‘cognitive revolution’ has begun to make an impact on how humanists think about language, identity, embodiment and culture, in fields such as cognitive poetics, narratology, phenomenology and literary theory. This conference will assess the state of the field now and ask what new directions lie open for cognitive humanities research. If the cognitive sciences ask fundamental questions about the very nature of the ‘human' that underpins the humanities, what new forms of knowledge and research practice might be produced in an emerging area called the ‘cognitive humanities’? How can the field be mapped? What methodological opportunities exist, and what value do cognitive paradigms add to traditional modes of inquiry? How may interests particular to the humanities, such as fiction and the imagination, influence the development of research in the cognitive sciences? In addressing these questions, the conference will generate exciting new communication across disciplines and help define an emerging international research community. As part of this initiative, two postgraduate fee-waiver bursaries are being advertised (see details below). CONFERENCE STRUCTURES In addition to six plenary talks, the conference will feature a series of special themed panel sessions with leading researchers serving as discussants, including Alan Richardson (Boston College), Michael Wheeler (Stirling University), Vyv Evans (Bangor University) and Patricia Waugh (Durham University). Proposals may indicate if they wish to be considered for inclusion in one of these sessions (see below). We invite abstracts for 20-minute papers on topics such as: Cognitive neuroscience and the arts Language, meaning and cognitive processing Embodiment Phenomenology of technologies Cognitive poetics and interpretation Reading, immersion and memory Theory of mind Cognition beyond the skin Applied conceptual blending Empirical aesthetics Modularity and creativity Cognition and race, gender and sexuality Cognitive approaches to theatrical performance Literature and affect Literary history and mental science Historicizing cognitive science SUBMISSION DETAILS Please send 250-word abstracts to cognitivehumanities at bangor.ac.uk by the closing date of 30 November 2012. Abstracts should be included as Word file attachments, and be anonymized. Please indicate clearly in your email whether your abstract is to be considered for a paper, or poster, along with the name of presenter(s), university affiliation(s) and email address(es). Proposers can expect to hear if their abstract has been accepted by January 2013, when registration will open. If you wish your abstract to be considered for one of the special themed sessions, please also state which of the following sessions it might contribute to: Metaphor and Mind; Extended and Embodied Cognition; Cognitive Historicism; The Minds of Others; and Cognitive Approaches to Art, Visual Culture and Performance. If you are a postgraduate student who wishes to apply for one of the two fee-waiver bursaries, please also append a 100-word statement to your attached abstract explaining how your research relates to the conference theme of the ‘cognitive humanities’, and include contact details for your principal supervisor. In addition, there will be a satellite event involving a special seminar delivered by Prof. Bernard Spolsky (Bar-Ilan University, Israel) relating to language policy and bilingualism: "What can endangered language activists learn from the “revival” of Hebrew?" Full conference details are available from the conference website: www.bangor.ac.uk/cognitive-humanities/ -- Professor/Yr Athro Vyv Evans Professor of Linguistics/Athro mewn Ieithyddiaeth www.vyvevans.net Head of School/Pennaeth yr Ysgol School of Linguistics & English Language/ Ysgol Ieithyddiaeth a Iaith Saesneg Bangor University/Prifysgol Bangor www.bangor.ac.uk/linguistics Deputy Head of College (Research)/ Dirprwy Bennaeth y Coleg (Ymchwil) College of Arts and Humanities/ Coleg y Celfyddydau a’r Dyniaethau Bangor University/Prifysgol Bangor General Editor of 'Language & Cognition' A Mouton de Gruyter journal www.languageandcognition.net -- Rhif Elusen Gofrestredig / Registered Charity No. 1141565 Gall y neges e-bost hon, ac unrhyw atodiadau a anfonwyd gyda hi, gynnwys deunydd cyfrinachol ac wedi eu bwriadu i'w defnyddio'n unig gan y sawl y cawsant eu cyfeirio ato (atynt). Os ydych wedi derbyn y neges e-bost hon trwy gamgymeriad, rhowch wybod i'r anfonwr ar unwaith a dilëwch y neges. Os na fwriadwyd anfon y neges atoch chi, rhaid i chi beidio â defnyddio, cadw neu ddatgelu unrhyw wybodaeth a gynhwysir ynddi. Mae unrhyw farn neu safbwynt yn eiddo i'r sawl a'i hanfonodd yn unig ac nid yw o anghenraid yn cynrychioli barn Prifysgol Bangor. Nid yw Prifysgol Bangor yn gwarantu bod y neges e-bost hon neu unrhyw atodiadau yn rhydd rhag firysau neu 100% yn ddiogel. Oni bai fod hyn wedi ei ddatgan yn uniongyrchol yn nhestun yr e-bost, nid bwriad y neges e-bost hon yw ffurfio contract rhwymol - mae rhestr o lofnodwyr awdurdodedig ar gael o Swyddfa Cyllid Prifysgol Bangor. www.bangor.ac.uk This email and any attachments may contain confidential material and is solely for the use of the intended recipient(s). If you have received this email in error, please notify the sender immediately and delete this email. If you are not the intended recipient(s), you must not use, retain or disclose any information contained in this email. Any views or opinions are solely those of the sender and do not necessarily represent those of Bangor University. Bangor University does not guarantee that this email or any attachments are free from viruses or 100% secure. Unless expressly stated in the body of the text of the email, this email is not intended to form a binding contract - a list of authorised signatories is available from the Bangor University Finance Office. www.bangor.ac.uk From Torsten.Leuschner at UGent.be Mon Oct 1 20:22:49 2012 From: Torsten.Leuschner at UGent.be (Torsten Leuschner) Date: Mon, 1 Oct 2012 22:22:49 +0200 Subject: ICLC 7 - UCCTS 3 (UGent, 2013): deadline for submissions extended In-Reply-To: Message-ID: Ghent University (UGent) and University College Ghent (HoGent) are letting you know that the deadline for abstracts for ICLC 7 - UCCTS 3 has been extended to Wednesday, October 10, 2012. ICLC 7 - UCCTS 3 is an international conference combining the 7th edition of the International Contrastive Linguistics Conference (ICLC) and the 3rd edition of Using Corpora in Contrastive and Translation Studies (UCCTS), and will be taking place at Ghent University on July 10-13, 2013. Please consult the conference website, http://www.iclc7-uccts3.ugent.be, for more information. Abstracts must be submitted through the EasyChair system, which may be accessed at http://www.easychair.org/conferences/?conf=iclc7uccts3. They must be anonymous throughout, written in English, and should not exceed 500 words, excluding references. Submissions are limited to two per individual, at least one of which must be co-authored. Extended deadline for submissions: October 10, 2012 Notifications of acceptance: December 15, 2012 From elliotthoey at gmail.com Tue Oct 9 04:54:30 2012 From: elliotthoey at gmail.com (Elliott Hoey) Date: Mon, 8 Oct 2012 21:54:30 -0700 Subject: CFP: 19th annual Conference on Language, Interaction, and Social Organization at UC Santa Barbara Message-ID: * CALL FOR PAPERS* * * *19TH ANNUAL CONFERENCE ON **LANGUAGE, INTERACTION, AND SOCIAL ORGANIZATION* *THEME: "POWER, CONFLICT, INEQUALITY"* *UNIVERSITY OF CALIFORNIA, SANTA BARBARA* *MAY 10-12, 2013* * * The LISO conference promotes interdisciplinary research and discussion in the analysis of naturally occurring human interaction. Papers will be presented by national and international scholars on a variety of topics in the study of language, interaction, and culture. The papers primarily employ analysis of naturally occurring data drawing from methodologies that include conversation analysis, discourse analysis, ethnographic methods, ethnomethodology, interactional linguistics, and interactional sociolinguistics. We welcome abstracts from graduate students and faculty working in the areas of Anthropology, Applied Linguistics, Cognitive Science, Communication, Education, Linguistics, Psychology, and Sociology. *Featured plenary speakers: Marjorie Harness Goodwin (UCLA, Linguistic Anthropology) Kira Hall (CU Boulder, Linguistics) Susan Speer (University of Manchester, Psychology) Kathryn Woolard (UCSD, Anthropology)* *SUBMISSION GUIDELINES* Abstracts must be submitted via email to lisoconference at gmail.com. The body of the email should include name(s) of author(s), affiliation, and contact information. The attached abstract must be in doc, docx, or pdf format only, and must not include the author's name or any other identifying information. Abstracts have a 500 word maximum; those longer than 500 words may not be read in full by reviewers. The abstract should include the following: 1. a clear statement of the main point or argument of the paper 2. a brief discussion of the problem or research question with reference to previous research and the work's relevance to the area of study 3. a short piece of data to support the main point or argument 4. conclusions and/or implications of the research, however tentative *Deadline for submission of abstracts is January 15, 2013*. Late submissions will not be accepted. Notification of (non-)acceptance will be sent no later than March 31, 2013. Accepted abstracts will have either* (a) 20 minutes for presentation and 10 minutes for discussion; or (b) 25 minutes for a data session (small group presentation/discussion of research and data). *to be determined by the abstract review committee Conference presented by The Language, Interaction, and Social Organization (LISO) Graduate Student Organization at UCSB, and The Center for Language, Interaction and Culture (CLIC) Graduate Student Association at UCLA. For additional information, please visit https:// sites.google.com/a/ucsblinguist.org/liso/ Questions can be sent to lisoconference at gmail.com From t.krennmayr at vu.nl Tue Oct 9 12:37:54 2012 From: t.krennmayr at vu.nl (Krennmayr, T.) Date: Tue, 9 Oct 2012 12:37:54 +0000 Subject: Young Researchers Conference on Metaphor in Amsterdam Message-ID: Dear colleagues, Please alert your third year bachelor students to our FREE two-day 'Young Researchers Conference on Metaphor' in Amsterdam. The event will be appropriate for those interested in metaphor in discourse, including students in English or other languages, linguistics, discourse analysis, communication studies and related fields. For more information: http://www.metaphorlab.vu.nl/en/Images/Flyer%20Metaphor%20conference%202013_tcm113-296132.pdf Thank you, Tina Krennmayr From srice at ualberta.ca Tue Oct 9 15:08:39 2012 From: srice at ualberta.ca (Sally Rice) Date: Tue, 9 Oct 2012 09:08:39 -0600 Subject: ICLC-12 abstract deadline fast approaching Message-ID: This is a final call for abstracts for the *12th International Cognitive Linguistics Conference* to be held in Edmonton, Alberta, Canada, 23-28 June 2013. The deadline for *all* abstracts (for both the general session and all previously accepted theme sessions) is *Thursday, 1 November 2012*. See the conference homepage for full details about topics and the abstract submission process: http://www.foa.ualberta.ca/iclc2013 [main site] https://iclc.artsrn.ualberta.ca/ [mirror site intended for Mainland China] ****IMPORTANT UPDATES**** *(1) Number of abstracts per author* We understand that much research in linguistics these days is collaborative, but we are concerned that the widest possible participant pool be represented at the conference. One person can have his or her name on at most two papers intended for platform (as opposed to poster) presentation, but cannot be the sole author on both. Possible scenarios are as follows: ((a) single author on one paper, co-author on another; (b) co-author on two papers. We will allow an author's name to appear on a third paper only if it is proposed as a co-authored poster presentation. In total, an author’s name can appear on no more than three submitted abstracts, only one of which can be a solo-authored submission. We hope you find this a fair compromise between maximizing the number of participants and recognizing all collaborators on shared research. *(2) Theme Sessions* Because of the many exciting and well-planned theme session proposals we received, we have relented on our desire to not have theme sessions in conflict with the general session. One full-day theme session has now been planned for each day of the conference (Sunday through Friday) except the half-day Wednesday (which features afternoon excursions and the evening banquet). Multiple shorter 3-hour theme sessions have been planned for the evenings of Monday and Thursday. Abstracts for individual papers in the theme sessions will still need to be submitted blind for our reviewers through *Easy Abstracts*. Authors must include the title of their pre-approved theme session in a subtitle when they submit their abstracts. Theme session organizers will be able to make the final selection of abstracts from among the abstracts that are intended for the theme session and that pass review in *Easy Abstracts*. The deadline for Theme Session abstracts is *Thursday,* *1 November 2012*. If an abstract intended for a theme session is accepted, but for whatever reason cannot be included in the theme session, the paper can still be presented as part of the general session. Papers in each general-session session will still be thematically arranged. There are constraints on the slots available for the full-day theme sessions on Monday, Tuesday, Thursday, and Friday. Presenters in these full-day sessions must adhere to the same 20-minute slots for presentations and questions (with a 5-minute room change) applying to all presentations on these days. There are eleven 25-minute slots available between 8.30-10.35 and 14.00-16.55 (with a 25-minute coffee break for everyone 15.15-15.40). The intent here is to facilitate easier movement between the general sessions and each day’s theme session for those who want to participate in both. Organizers of full-day theme sessions can add up to an extra hour of time for their theme sessions between 13.00-14.00 if they wish. *(3) Follow ICLC-12 on Facebook and Twitter!* In order to facilitate the uploading of photographs from past ICLC conferences or to upload a tribute to a member of our cognitive linguistics community who has passed away, we have created a Facebook account to which you can upload a photo or a tribute. If you have multiple photos from a specific past contrast, please email them to us and we will place them in an appropriate conference album. ––––––––––––––––––––––––––– Dr. Sally Rice and Dr. John Newman Co-organizers of ICLC-12 (2013) Department of Linguistics 4-34 Assiniboia Hall University of Alberta Edmonton, AB T6G 2E7 CANADA iclc2013 at ualberta.ca www.foa.ualberta.ca/iclc2013 Facebook: www.facebook.com/pages/12th-International-Cognitive-Linguistics-Conference-ICLC-12/364659916945426 Twitter: www.twitter.com/iclc12 tel: +780.492.3434 fax: +780.492.0806 -- Dr. Sally Rice Professor and Interim Chair, Department of Linguistics 4-60 Assiniboia Hall University of Alberta Edmonton, Alberta T6G 2E7 CANADA tel: +780.492.5500 fax: +780.492.0806 sally.rice at ualberta.ca www.ualberta.ca/~srice From thuumo at utu.fi Wed Oct 10 04:53:15 2012 From: thuumo at utu.fi (Tuomas Huumo) Date: Wed, 10 Oct 2012 04:53:15 +0000 Subject: CFP: Grammar and Context, June 2013, Tartu, Estonia Message-ID: GRAMMAR AND CONTEXT: NEW APPROACHES TO THE URALIC LANGUAGES IV Tartu, 6 – 8 June, 2013 First Call for Papers The fourth conference on Grammar and Context: New Approaches to the Uralic Languages will be held in Tartu, on 6 – 8 June, 2013. The conference follows up the previous symposia with the same name held in Budapest in 2004, Helsinki in 2007, and Budapest in 2011. The conference aims to bring together linguists working on Estonian, Finnish, Hungarian and other Uralic languages who are interested in the relations between grammatical and pragmatic aspects of language, between extralinguistic situations and language as a set of systems, and how these relations operate in actual language use. We invite papers from either synchronic or diachronic perspectives. We are especially interested in papers investigating morphosyntactic variation and its relations with extralinguistic context, pragmatic factors, language contact and so on. Papers are also encouraged which are based on text linguistics, discourse analysis, conversation analysis, contrastive grammar, language contact, second language learning and other approaches. Keynote speakers Plenary talks will be given by: Casper de Groot (University of Amsterdam) Leelo Keevallik (University of Linköping) Gerson Klumpp (University of Tartu) Maria Vilkuna (Helsinki, KOTUS) Plenary papers by the invited speakers will be in English (45 min + 15 min for discussion). Papers and the official languages of the conference In addition to the plenary papers, the conference will consist of section papers given by the participants (20 min + 10 min for discussion for main session and theme session papers). The main languages of the conference are Estonian, Finnish, Hungarian and English. Section papers can be given in any of these languages. The deadline for submission of abstracts (500 words maximum, excluding tables and references) for main section papers is 15 February, 2013. Abstracts should be written in English. They should provide information on the language the paper will be presented in (Estonian, Finnish, Hungarian or English), as well as including the title of the paper in the language to be used in the presentation. The abstracts should be anonymous, and should be sent via EasyAbstract: http://linguistlist.org/confcustom/GC_2013 Notification of acceptance: 15 March, 2013 Abstracts of accepted papers will be published on the website of the conference (grammar2013.ut.ee) on 1 April, 2013, at the latest. Theme Sessions In connection with the conference, there will be space for 2-4 theme sessions. We encourage proposals for theme sessions on topics which are related to the main topic of the conference. Theme session organisers should send a description of the theme session with a list of authors of the session papers to the organisers of the conference by e-mail (grammar2013 at ut.ee) by 15 January, 2013. The language(s) of the theme session should be specified (English, Estonian, Finnish or Hungarian). Authors should send their abstracts to the session organisers and the conference organisers by 15 February, 2013. Submissions of theme session abstracts should also follow the instructions given to the authors of regular papers. Descriptions of theme sessions and abstracts of session papers will be published on the conference website (grammar2013.ut.ee). Further information Registration for the conference will begin on 15 March, 2013, on the conference website. Further information about the registration fee, programme and accommodation will be posted on the conference website: grammar2013.ut.ee. You can also find the conference through the LinguistList conference calendar. Additional questions can be directed to the organisers by e-mail: grammar2013 at ut.ee Organising committee Liina Lindström, Kristel Uiboaed, Tuomas Huumo, Hanna Jokela, Helle Metslang, Maarja-Liisa Pilvik, Helen Plado, Triin Todesk, Virve Vihman Scientific committee Márta Csepregi (Eötvös Loránd Tudományegetem), Riho Grünthal (University of Helsinki), Marja-Liisa Helasvuo (University of Turku), Tuomas Huumo (University of Tartu, University of Turku), Petar Kehayov (University of Tartu), Gerson Klumpp (University of Tartu), Magdolna Kovács (University of Helsinki), Johanna Laakso (University of Wien), Liina Lindström (University of Tartu), Helle Metslang (University of Tartu), Karl Pajusalu (University of Tartu), Renate Pajusalu (University of Tartu), Ilona Tragel (University of Tartu), Virve Vihman (University of Tartu) Important dates 15 January, 2013: Deadline for theme session proposals 20 January, 2013: Notification of acceptance of theme session proposals 15 February, 2013: Deadline for abstracts for general and theme session papers 15 March, 2013: Notification of acceptance of general and theme session papers 15 March – 31 May, 2013: Registration open 6 – 8 June, 2013: Conference From brian.nolan at gmail.com Wed Oct 10 07:21:36 2012 From: brian.nolan at gmail.com (Brian Nolan) Date: Wed, 10 Oct 2012 08:21:36 +0100 Subject: Call for abstracts: Argument realisation of GET, GIVE, PUT and TAKE verbs in functionally motivated approaches Message-ID: Call for abstracts for a workshop within the 2013 Scandinavian Conference of Linguistics on: Argument realisation of GET, GIVE, PUT and TAKE verbs in functionally motivated approaches Convenors: Gudrun Rawoens (University of Gent, BELGIUM): Brian Nolan (Institute of Technology Blanchardstown Dublin IRELAND): Elke Diedrichsen (Google Labs, European Headquarters. Dublin IRELAND): Ilona Tragel (University of Tartu, ESTONIA): Email addresses: Gudrun.Rawoens at UGent.be brian.nolan at gmail.com e.diedric at googlemail.com ilona.tragel at ut.ee Within the framework of the 25th Scandinavian Conference of Linguistics (25-SCL), organized under the auspices of the Nordic Association of Linguists (NAL), to take place at the University of Iceland, Reykjavík, May 13–15, 2013, we intend to hold a workshop on functionally motivated work in understanding the cross linguistic behaviour of the verbs GET, GIVE, PUT and TAKE and their argument realisation in various syntactic constructions. The purpose of the workshop is to examine and discuss recent and current work in the use of functional, cognitive and constructional approaches to understanding the cross linguistic behaviour of the verbs GET, GIVE, PUT and TAKE. Contributions that offer a treatment of one or more of these verbs are very welcome! The workshop will address the following main topics and research issues with respect to understanding the cross linguistic behaviour of the verbs GET, GIVE, PUT and TAKE: · Mapping at the semantic-syntactic interface across these verbs · The argument structure of GET, GIVE, PUT and TAKE verbs · The lexical semantics and event structure of GET, GIVE, PUT and TAKE verbs · Argument realisation of GET, GIVE, PUT and TAKE verbs in morphosyntax · The encoding of the significant thematic roles in these 3place syntactic constructions · Symmetries and asymmetries in the encoding of arguments in constructions using GET, GIVE, PUT and TAKE verbs · Grammaticalisation with GET, GIVE, PUT and TAKE · GET, GIVE, PUT and TAKE in a constructional perspective · Information structure in constructions with GET, GIVE, PUT and TAKE The organisers of this workshop are a European group of linguists and computational linguists and computer scientists who have collaborated at various Societas Linguistica Europaea workshops and in the publication of the special issue of Linguistics (2012: 50-6) on GET verbs in European languages. The selection of GET verbs as a research topic was motivated in several ways and explained by their high frequency, their formal and semantic complexity, their high variability in cross linguistic comparisons and their susceptibility to semantic extension and to grammaticalization. There is already a substantial body of research on GIVE verbs, the verbal converses of GET verbs (Newman 1996 and Newman 1998). The aim of the workshop is to draw a comprehensive, representative and detailed picture of the vast polysemy, multifunctionality and dynamics of GET, GIVE, PUT and TAKE verbs across languages. As these are highly dynamic verbs, their semantic and grammatical changes as well as their synchronic variation offer many research opportunities. However, we need to understand the behaviours and also syntactic construction patterns of these verbs in considerably more detail. abstracts can be submitted through Easy Abstracts (http://linguistlist.org/confcustom/25scl2013) no later than November 1st. References Diedrichsen, Elke. 2012. What you give is what you GET? On reanalysis, semantic extension, and functional motivation with the German bekommen-passive construction. In Lenz, Alexandra N. and Gudrun Rawoens. The Art of Getting: GET verbs in European languages from a synchronic and diachronic point of view. Special issue of Linguistics. 50-6. Kopecka, Anetta and Bhuvana Narasimhan. 2012. Events of Putting and Taking: A crosslinguistic perspective (Typological Studies in Language). Amsterdam & Philadelphia: John Benjamins. Lenz, Alexandra N. and Gudrun Rawoens. 2012. The Art of Getting: GET verbs in European languages from a synchronic and diachronic point of view. Special issue of Linguistics. 50-6. Mukherjee, Joybrato (2005): English Ditransitive Verbs. Aspects of Theory, Description and a Usage-based Model. Amsterdam/New York: Rodopi. Newman, John (1996): Give: A Cognitive Linguistic Study. Berlin, New York: Mouton de Gruyter (Cognitive Linguistics Research. 7). Newman, John (ed.) (1998): The Linguistics of Giving. Amsterdam, Philadelphia: Benjamins (Typological Studies in Language. 36). Nolan, Brian. 2012. The GET constructions of Modern Irish and Irish English: GET-passive and GET-recipient variations. In Lenz, Alexandra N. and Gudrun Rawoens. The Art of Getting: GET verbs in European languages from a synchronic and diachronic point of view. Special issue of Linguistics. 50-6. Tragel, Ilona and Külli Habicht. 2012. Grammaticalization of the Estonian saama ‘get’. In Lenz, Alexandra N. and Gudrun Rawoens. The Art of Getting: GET verbs in European languages from a synchronic and diachronic point of view. Special issue of Linguistics. 50-6. _______________________________ Dr. Brian Nolan Head of Department of Informatics School of Informatics and Engineering Institute of Technology Blanchardstown Blanchardstown Road North Blanchardstown Dublin 15 Ireland email: brian.nolan at itb.ie email: brian.nolan at gmail.com http://itb-dublin-ireland.academia.edu/BrianNolan _______________________________ Recently published: From bat2 at rice.edu Wed Oct 10 16:50:54 2012 From: bat2 at rice.edu (Bethany Townsend) Date: Wed, 10 Oct 2012 11:50:54 -0500 Subject: CFP: 5th Biennial Meeting of the Rice Linguistics Society Message-ID: The Rice Linguistics Society invites you to participate in the 5th Biennial Meeting of the Rice Linguistics Society, which will be held FEBRUARY 8-9, 2013 in Houston, Texas. The theme for this year's meeting is 'Language, Culture, and Cognition.' The keynote speaker for this event will be Daniel Everett (Bentley University). Dan Everett is best known for his recent book 'Language: The Cultural Tool,' in which he challenges long-standing presumptions about the nature of language. This year alone, he and his book have been featured in New York Times, The Chronicle of Higher Education, The Economist, NPR's 'Weekend Edition,' The Guardian, and The Telegraph. In addition, his documentary, 'The Grammar of Happiness,' aired on the Smithsonian Channel earlier this year and was competitively selected for FIPA 2012 (International Festival for Audiovisual Programs). The objective of RLS5 is to bring together scholars from around the globe to discuss the latest achievements in the areas of language, culture, and cognition. We welcome presentations across a wide variety of topics, but the general focus should be grammar, culture, cognition, and their intersections. We will be accepting abstracts from all linguistic subfields including, but not limited to, sociolinguistics, cognitive linguistics, linguistic anthropology, and language documentation and description. In addition to these linguistic subfields, submissions from the areas of psychology, sociology, anthropology, or any other member of the cognitive sciences will also be considered; interdisciplinary and functional/usage-based work spanning multiple disciplines is especially welcome. Talks will be scheduled for 20 minutes, with 10 minutes afterwards for discussion and questions. Sessions will be organized by topic area. Presenters also have the option of displaying their work during the poster session. All presenters will then have the opportunity to have their work published in the Rice Working Papers in Linguistics (RWPL; ISSN 1944-0081). Submissions: Two abstracts should be submitted; the first of which should be 500 words for review and the second should be 150 words for publication in the program. Both abstracts are due November 22, 2012 at 11:59 CST. Submitters will be notified of acceptance status by December 1. Submissions may be done online at http://linguistlist.org/confcustom/RLS5. For further information, contact Bethany Townsend at rls at rice.edu. Rice Linguistics Society (RLS) is a student-run organization closely affiliated with the Department of Linguistics at Rice University. For more information about RLS5 and the Rice Working Papers in Linguistics, we invite you to visit the RLS website at http://rls.rice.edu. From eep at hum.ku.dk Sat Oct 13 10:08:54 2012 From: eep at hum.ku.dk (Elisabeth Engberg - Pedersen) Date: Sat, 13 Oct 2012 12:08:54 +0200 Subject: Conference: The embodied foundation of human communicative skills Message-ID: [http://embodiedfoundation.ku.dk/images/forsidebillede_embodied.jpg/] [http://embodiedfoundation.ku.dk/topgrafik/navnetraek.jpg/] In the recent decades the insight that we socially engage in communication as whole human beings has overruled the Cartesian tradition of researching humans as compartmentalized entities. New activities in multidisciplinary research have been launched across the faculties. The purpose of the conference is to provide a proper forum for researchers to discuss and make explicit their respective theoretical assumptions, disciplinary foundations, and empirical approaches and results in relation to embodied human communication, i.e. emotion, language, art. http://embodiedfoundation.ku.dk/about/ Conference at The University of Copenhagen 21st to 23rd November 2012 Registration deadline: November 7 (http://embodiedfoundation.ku.dk/registration_/) Preliminary programme Wednesday 21st of November 10.00 Welcome and introduction Session chair: 10.15-11.15 Key note lecture COLWYN TREVARTHEN: To Act Together With Meaning: How Embodied Human Minds Motivate Cultural Learning? 11.15-11.45 Coffee/tea 11.45-12.45 Papers István Fekete: The interplay of non-verbal and verbal representations in the domain of environmental sounds: A psycholinguistic analysis of concrete and ‘fictive’ sound events Bálint Forgács: How Embodied are Metaphors? 12.45-13.45 Lunch Session chair: Elisabeth Engberg-Pedersen 13.45-14.45 Key note lecture STEPHEN J. COWLEY: Deriving skills from interactivity 14.45-15.45 Papers Sullivan: Beyond prototypical emotions and naturalism: Towards a thoroughly embodied, conversational and social-interactional theory of pride, joy and personal triumph Per Durst-Andersen: The embodiment functions of the lexical symbol and the grammeme in communication 15.45-16.15 Coffee/tea 16.15-17.15 Papers Milena Zic Fuchs: Communicative Acts as Reflections of Embodiment: The Notions of Convention and Mutual Knowledge Revisited Doina Rusti, Napoleon Helmis: The nonverbal Message in Cinematographic art, Case study: By pass (director Nap Toader) 17.15-18.00 Discussion Theme: To be announced 18.30 Dinner at Bryggens Spisehus Thursday 22nd of November Session Chair: Sabine Koch 10.00-11.00 Key note lecture: SUSAN GOLDIN-MEADOW: How our hands help us think 11.00-11.30 Coffee/tea 11.30-12.30 Papers Costanza Navarretta, Patrizia Paggio: Turn management in first encounters conversations Amir Kapetanović, Josip Vučković: Coded non-verbal communication in the middle ages 12.30-13.30 Lunch Session Chair: Corrado Sinigaglia 13.30-14.30 Key note lecture: ASLI OZYUREK: The role of gesture in language and communication: what does it tell us about embodiment ? 14.30-15.30 Papers Ying Liu, Theodore Lim, James Ritchie, Raymond Sung: Can Gesture and emotions reveal the cognitive process in an interactive system Krisztina Zajdó: The role of embodiment in the acquisition of speech segment duration: Do children imitate the adult model? 15.30-16.00 Coffee/tea 16.00-17.30 Panel discussion Moderator: Csaba Pléh Panellists: To be announced 19.00 Conference dinner at Madklubben, Store Kongensgade Friday 23rd of November Session chair: Susanne Harder 10.00-11.00 Key note lecture: METTE VÆVER: An empirical approach to the study of embodied meaning making in mother-infant communication: The developmental trajectory from physical proximity to an embodied model of emotional intimacy. 11.00-11.30 Coffee/tea 11.30-12.30 Papers Dana Shai: Embodied Mentalizing: The parent-infant Dance Ditte Boeg Thomsen: Intersubjective particles in ontogeny 12.30-13.15 Concluding discussion (maybe only concluding remarks) 13.15 Lunch From john at research.haifa.ac.il Sat Oct 13 10:42:42 2012 From: john at research.haifa.ac.il (john) Date: Sat, 13 Oct 2012 12:42:42 +0200 Subject: Etymologies of 'linguistics' and 'language' Message-ID: Dear Funknet Colleagues, We (linguists at the University of Haifa) are in the midst of a truly inane confrontation with the literature specialists in our department (there are 5 of us and 6/7 of them). We are attempting to establish a linguistics stream with a specific curriculum, organizational autonomy, etc. (parallel to the literature stream which already exists in the department) and they are rejecting this on the reasoning that we are a 'language' department, not a 'linguistics' department. They don't seem to recognize the absurdity of this argument, and because there are more of them than us, it seems that we need to argue with them on their level. So what is the etymology of these words? After a little research on the internet, it looks to me like they both came into English through French, ultimately from Latin 'lingua', but 'language' was the regular historical development whereas 'linguistic' was a later Latinization which was adopted by those developing the scientific study of language, because Latinate words sound more scientific. Is this right, and could any of you suggest references to this of the type that would impress literature specialists? Thanks, John From rjl at ehop.com Sat Oct 13 15:59:52 2012 From: rjl at ehop.com (=?UTF-8?Q?Ren=C3=A9-Joseph_Lavie?=) Date: Sat, 13 Oct 2012 17:59:52 +0200 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <75c7bb9e25f312620a295e87908b8afa@research.haifa.ac.il> Message-ID: A few sparse remarks, just in case they help. In French we have two words where English has 'language' only': 'langage' is language in general (LE langage) 'langue' is ONE particular language, e.g. Yaqui, Hungarian It is not sensible to base on etymology the setup of scholar departments. What sort of things do you want to teach / foster research about? Chaucer's theatre. How in time the 2nd pers. plural English 'you' came to be used to denote the allocutor (in the singular). The variety of the pronoun systems across languages today? The subordination devices that are to be observed in Papuan languages. The question of linguistic infinite productivity. Language acquisition Build up artifacts that behave like speakers with moderate computation demand. Build up artifacts that behave like speakers in a cognitively plausible way. Etc. The naming of the department(s) / section(s) takes places once this is settled. Who provides you with money? What do they say they want? What are their real needs? What are their organisational constraints? What are their operational constraints? What do your students want? -- René-Joseph Lavie MoDyCo (Université Paris Ouest Nanterre la Défense et CNRS) rjl at ehop.com http://rjl.ehop.com 33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 Le 2012-10-13 12:42, john a écrit : > Dear Funknet Colleagues, > > We (linguists at the University of > Haifa) are in the midst of a truly inane confrontation with the > literature specialists in our department (there are 5 of us and 6/7 > of > them). We are attempting to establish a linguistics stream with a > specific curriculum, organizational autonomy, etc. (parallel to the > literature stream which already exists in the department) and they > are > rejecting this on the reasoning that we are a 'language' department, > not > a 'linguistics' department. They don't seem to recognize the > absurdity > of this argument, and because there are more of them than us, it > seems > that we need to argue with them on their level. So what is the > etymology > of these words? After a little research on the internet, it looks to > me > like they both came into English through French, ultimately from > Latin > 'lingua', but 'language' was the regular historical development > whereas > 'linguistic' was a later Latinization which was adopted by those > developing the scientific study of language, because Latinate words > sound more scientific. Is this right, and could any of you suggest > references to this of the type that would impress literature > specialists? > > Thanks, > > John From john at research.haifa.ac.il Sat Oct 13 16:05:37 2012 From: john at research.haifa.ac.il (john) Date: Sat, 13 Oct 2012 18:05:37 +0200 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <9cb9b68f6f022eda2a5346af78a8f191@ehop.com> Message-ID: It isn't sensible, but it might be an argument that the literature people will listen to. They are obsessed with the idea that this is a 'language' department and that this makes it inherently and eternally different from a 'linguistics' department, even though they don't know what linguistics is. We (the linguists) want a linguistics program, and the present situation is so completely unacceptable that we're setting aside more specific questions. Many of the students (particularly the Arabs, who are the majority of the students) really want linguistics, but the literature people don't understand and don't care. The university administration is saying that this is a department-internal matter, so they won't get involved, and we always get outvoted when we try to push any kind of agenda inside the department. John On 13.10.2012 17:59, René-Joseph Lavie wrote: > A few sparse remarks, just in case they help. > > In French we have two words where English has 'language' only': > 'langage' is language in general (LE langage) > 'langue' is ONE particular language, e.g. Yaqui, Hungarian > > It is not sensible to base on etymology the setup of scholar > departments. > > What sort of things do you want to teach / foster research about? > Chaucer's theatre. > How in time the 2nd pers. plural English 'you' came to be used to > denote the allocutor (in the singular). > The variety of the pronoun systems across languages today? > The subordination devices that are to be observed in Papuan languages. > The question of linguistic infinite productivity. > Language acquisition > Build up artifacts that behave like speakers with moderate computation > demand. > Build up artifacts that behave like speakers in a cognitively plausible > way. Etc. > The naming of the department(s) / section(s) takes places once this is > settled. > > Who provides you with money? What do they say they want? What are their > real needs? What are their organisational constraints? What are their > operational constraints? What do your students want? > > -- > René-Joseph Lavie > MoDyCo (Université Paris Ouest Nanterre la Défense et CNRS) > rjl at ehop.com > http://rjl.ehop.com33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 > > Le 2012-10-13 12:42, john a écrit : > >> Dear Funknet Colleagues, We (linguists at the University of Haifa) are in the midst of a truly inane confrontation with the literature specialists in our department (there are 5 of us and 6/7 of them). We are attempting to establish a linguistics stream with a specific curriculum, organizational autonomy, etc. (parallel to the literature stream which already exists in the department) and they are rejecting this on the reasoning that we are a 'language' department, not a 'linguistics' department. They don't seem to recognize the absurdity of this argument, and because there are more of them than us, it seems that we need to argue with them on their level. So what is the etymology of these words? After a little research on the internet, it looks to me like they both came into English through French, ultimately from Latin 'lingua', but 'language' was the regular historical development whereas 'linguistic' was a later Latinization which was adopted by those developing the scientific study of language, because Latinate words sound more scientific. Is this right, and could any of you suggest references to this of the type that would impress literature specialists? Thanks, John From mwmbombay at gmail.com Sat Oct 13 16:44:27 2012 From: mwmbombay at gmail.com (Mike Morgan) Date: Sat, 13 Oct 2012 22:29:27 +0545 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <9b0bd2c0cfb70db4e6fb40b4cc39b21f@research.haifa.ac.il> Message-ID: another approach (which has worked for many universities in the states when people were trying to get American Sign Language accepted as a foreign language... when of course it isn't "foreign" in the US)... precedence... check out a number of (prestigious) "Languages" departments and fing out those which in fact have a setup similar to the one you want, i.e. with a Linguistics "track" Can't use MY alma mater DEPT as an example as the department I got my MA and PhD was Slavic Languages AND Literatures (i.e. specifically stated that literature is separate form language!... Slavic Depts at Harvard, Yale, UCLA, etc are similarly named)... and the Germanic Dept is "Germanic STUDIES". (And East Asian is East Asian Languages and CULTURES"... and BTW English is JUST "Department of English"... no language OR literature... nor linguistics... but they in fact have both linguistics and literature)) A quick search (your colleagues can do a more detailed one to document the "evidence") turns up the following example of what you want/need as "evidence: a "Department of English Language" which has a CLEAR Linguistics focus in addition to literature: * University of Glasgow http://www.gla.ac.uk/subjects/englishlanguage/ (a sampling of thesis produce can be accessed at http://theses.gla.ac.uk/view/faculties/englang.html On Sat, Oct 13, 2012 at 9:50 PM, john wrote: > > > It isn't sensible, but it might be an argument that the literature > people will listen to. They are obsessed with the idea that this is a > 'language' department and that this makes it inherently and eternally > different from a 'linguistics' department, even though they don't know > what linguistics is. We (the linguists) want a linguistics program, and > the present situation is so completely unacceptable that we're setting > aside more specific questions. Many of the students (particularly the > Arabs, who are the majority of the students) really want linguistics, > but the literature people don't understand and don't care. The > university administration is saying that this is a department-internal > matter, so they won't get involved, and we always get outvoted when we > try to push any kind of agenda inside the department. > > John > > On > 13.10.2012 17:59, René-Joseph Lavie wrote: > >> A few sparse remarks, > just in case they help. >> >> In French we have two words where English > has 'language' only': >> 'langage' is language in general (LE langage) >> > 'langue' is ONE particular language, e.g. Yaqui, Hungarian >> >> It is > not sensible to base on etymology the setup of scholar >> departments. >> > >> What sort of things do you want to teach / foster research about? >> > Chaucer's theatre. >> How in time the 2nd pers. plural English 'you' came > to be used to >> denote the allocutor (in the singular). >> The variety > of the pronoun systems across languages today? >> The subordination > devices that are to be observed in Papuan languages. >> The question of > linguistic infinite productivity. >> Language acquisition >> Build up > artifacts that behave like speakers with moderate computation >> > demand. >> Build up artifacts that behave like speakers in a cognitively > plausible >> way. Etc. >> The naming of the department(s) / section(s) > takes places once this is >> settled. >> >> Who provides you with money? > What do they say they want? What are their >> real needs? What are their > organisational constraints? What are their >> operational constraints? > What do your students want? >> >> -- >> René-Joseph Lavie >> MoDyCo > (Université Paris Ouest Nanterre la Défense et CNRS) >> rjl at ehop.com >> > http://rjl.ehop.com33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 >> >> Le > 2012-10-13 12:42, john a écrit : >> >>> Dear Funknet Colleagues, We > (linguists at the University of Haifa) are in the midst of a truly inane > confrontation with the literature specialists in our department (there > are 5 of us and 6/7 of them). We are attempting to establish a > linguistics stream with a specific curriculum, organizational autonomy, > etc. (parallel to the literature stream which already exists in the > department) and they are rejecting this on the reasoning that we are a > 'language' department, not a 'linguistics' department. They don't seem > to recognize the absurdity of this argument, and because there are more > of them than us, it seems that we need to argue with them on their > level. So what is the etymology of these words? After a little research > on the internet, it looks to me like they both came into English through > French, ultimately from Latin 'lingua', but 'language' was the regular > historical development whereas 'linguistic' was a later Latinization > which was adopted by those developing the scientific study of language, > because Latinate words sound more scientific. Is this right, and could > any of you suggest references to this of the type that would impress > literature specialists? Thanks, John > > -- mwm || *U*C> || mike || माईक || мика || マイク (aka Dr Michael W Morgan) sign language linguist / linguistic typologist academic adviser, Nepal Sign Language Training and Research NDFN, Kathmandu, Nepal From rchen at csusb.edu Sat Oct 13 17:00:18 2012 From: rchen at csusb.edu (Rong Chen) Date: Sat, 13 Oct 2012 17:00:18 +0000 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: Message-ID: There may be another approach: to argue that literature is only one type/part of language--and a very small part at that (There may be more people who do not read literature than those who do even in the present world of ours.) One might even say that literature is NOT language, but an artistic creation using language as a medium. Rong Chen -----Original Message----- From: funknet-bounces at mailman.rice.edu [mailto:funknet-bounces at mailman.rice.edu] On Behalf Of Mike Morgan Sent: Saturday, October 13, 2012 9:44 AM To: john; funknet at mailman.rice.edu Subject: Re: [FUNKNET] Etymologies of 'linguistics' and 'language' another approach (which has worked for many universities in the states when people were trying to get American Sign Language accepted as a foreign language... when of course it isn't "foreign" in the US)... precedence... check out a number of (prestigious) "Languages" departments and fing out those which in fact have a setup similar to the one you want, i.e. with a Linguistics "track" Can't use MY alma mater DEPT as an example as the department I got my MA and PhD was Slavic Languages AND Literatures (i.e. specifically stated that literature is separate form language!... Slavic Depts at Harvard, Yale, UCLA, etc are similarly named)... and the Germanic Dept is "Germanic STUDIES". (And East Asian is East Asian Languages and CULTURES"... and BTW English is JUST "Department of English"... no language OR literature... nor linguistics... but they in fact have both linguistics and literature)) A quick search (your colleagues can do a more detailed one to document the "evidence") turns up the following example of what you want/need as "evidence: a "Department of English Language" which has a CLEAR Linguistics focus in addition to literature: * University of Glasgow http://www.gla.ac.uk/subjects/englishlanguage/ (a sampling of thesis produce can be accessed at http://theses.gla.ac.uk/view/faculties/englang.html On Sat, Oct 13, 2012 at 9:50 PM, john wrote: > > > It isn't sensible, but it might be an argument that the literature > people will listen to. They are obsessed with the idea that this is a > 'language' department and that this makes it inherently and eternally > different from a 'linguistics' department, even though they don't know > what linguistics is. We (the linguists) want a linguistics program, > and the present situation is so completely unacceptable that we're > setting aside more specific questions. Many of the students > (particularly the Arabs, who are the majority of the students) really > want linguistics, but the literature people don't understand and don't > care. The university administration is saying that this is a > department-internal matter, so they won't get involved, and we always > get outvoted when we try to push any kind of agenda inside the department. > > John > > On > 13.10.2012 17:59, René-Joseph Lavie wrote: > >> A few sparse remarks, > just in case they help. >> >> In French we have two words where English > has 'language' only': >> 'langage' is language in general (LE langage) >> > 'langue' is ONE particular language, e.g. Yaqui, Hungarian >> >> It is > not sensible to base on etymology the setup of scholar >> departments. >> > >> What sort of things do you want to teach / foster research about? >> > Chaucer's theatre. >> How in time the 2nd pers. plural English 'you' came > to be used to >> denote the allocutor (in the singular). >> The variety > of the pronoun systems across languages today? >> The subordination > devices that are to be observed in Papuan languages. >> The question of > linguistic infinite productivity. >> Language acquisition >> Build up > artifacts that behave like speakers with moderate computation >> > demand. >> Build up artifacts that behave like speakers in a cognitively > plausible >> way. Etc. >> The naming of the department(s) / section(s) > takes places once this is >> settled. >> >> Who provides you with money? > What do they say they want? What are their >> real needs? What are their > organisational constraints? What are their >> operational constraints? > What do your students want? >> >> -- >> René-Joseph Lavie >> MoDyCo > (Université Paris Ouest Nanterre la Défense et CNRS) >> rjl at ehop.com >> > http://rjl.ehop.com33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 >> >> Le > 2012-10-13 12:42, john a écrit : >> >>> Dear Funknet Colleagues, We > (linguists at the University of Haifa) are in the midst of a truly > inane confrontation with the literature specialists in our department > (there are 5 of us and 6/7 of them). We are attempting to establish a > linguistics stream with a specific curriculum, organizational > autonomy, etc. (parallel to the literature stream which already exists > in the > department) and they are rejecting this on the reasoning that we are a > 'language' department, not a 'linguistics' department. They don't seem > to recognize the absurdity of this argument, and because there are > more of them than us, it seems that we need to argue with them on > their level. So what is the etymology of these words? After a little > research on the internet, it looks to me like they both came into > English through French, ultimately from Latin 'lingua', but 'language' > was the regular historical development whereas 'linguistic' was a > later Latinization which was adopted by those developing the > scientific study of language, because Latinate words sound more > scientific. Is this right, and could any of you suggest references to > this of the type that would impress literature specialists? Thanks, > John > > -- mwm || *U*C> || mike || माईक || мика || マイク (aka Dr Michael W Morgan) sign language linguist / linguistic typologist academic adviser, Nepal Sign Language Training and Research NDFN, Kathmandu, Nepal From mwmbombay at gmail.com Sat Oct 13 17:14:43 2012 From: mwmbombay at gmail.com (Mike Morgan) Date: Sat, 13 Oct 2012 22:59:43 +0545 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: Message-ID: sorry, that should read "CLEAR Lingusitic focus NOT Literaure)... they have a separet Dept of English Literature > ... the following example of what you want/need > as "evidence: a "Department of English Language" which has a CLEAR > Linguistics focus in addition to literature: > > * University of Glasgow http://www.gla.ac.uk/subjects/englishlanguage/ > (a sampling of thesis produce can be accessed at > http://theses.gla.ac.uk/view/faculties/englang.html mwm || *U*C> || mike || माईक || мика || マイク (aka Dr Michael W Morgan) sign language linguist / linguistic typologist academic adviser, Nepal Sign Language Training and Research NDFN, Kathmandu, Nepal From mewinters at wayne.edu Sat Oct 13 17:32:48 2012 From: mewinters at wayne.edu (Margaret E. Winters) Date: Sat, 13 Oct 2012 13:32:48 -0400 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <9b0bd2c0cfb70db4e6fb40b4cc39b21f@research.haifa.ac.il> Message-ID: The Linguistic Society of America has a committee which tries to help Linguistics departments/programs which are being threatened with closure - this isn't quite the same situation, but it might be worth being in touch with the LSA and the committee (I have to confess I am not sure if I am still a member of the committee as I have been on and off over many years) for suggestions on arguments. best wishes, Margaret ------------------------------------------ Margaret E. Winters Associate Provost for Academic Personnel Office of the Provost Wayne State University Detroit, MI 48202 Phone: (313) 577-2257 Fax: (313) 577-5666 e-mail: mewinters at wayne.edu ----- Original Message ----- From: "john" To: funknet at mailman.rice.edu Sent: Saturday, October 13, 2012 12:05:37 PM Subject: Re: [FUNKNET] Etymologies of 'linguistics' and 'language' It isn't sensible, but it might be an argument that the literature people will listen to. They are obsessed with the idea that this is a 'language' department and that this makes it inherently and eternally different from a 'linguistics' department, even though they don't know what linguistics is. We (the linguists) want a linguistics program, and the present situation is so completely unacceptable that we're setting aside more specific questions. Many of the students (particularly the Arabs, who are the majority of the students) really want linguistics, but the literature people don't understand and don't care. The university administration is saying that this is a department-internal matter, so they won't get involved, and we always get outvoted when we try to push any kind of agenda inside the department. John On 13.10.2012 17:59, René-Joseph Lavie wrote: > A few sparse remarks, just in case they help. > > In French we have two words where English has 'language' only': > 'langage' is language in general (LE langage) > 'langue' is ONE particular language, e.g. Yaqui, Hungarian > > It is not sensible to base on etymology the setup of scholar > departments. > > What sort of things do you want to teach / foster research about? > Chaucer's theatre. > How in time the 2nd pers. plural English 'you' came to be used to > denote the allocutor (in the singular). > The variety of the pronoun systems across languages today? > The subordination devices that are to be observed in Papuan languages. > The question of linguistic infinite productivity. > Language acquisition > Build up artifacts that behave like speakers with moderate computation > demand. > Build up artifacts that behave like speakers in a cognitively plausible > way. Etc. > The naming of the department(s) / section(s) takes places once this is > settled. > > Who provides you with money? What do they say they want? What are their > real needs? What are their organisational constraints? What are their > operational constraints? What do your students want? > > -- > René-Joseph Lavie > MoDyCo (Université Paris Ouest Nanterre la Défense et CNRS) > rjl at ehop.com > http://rjl.ehop.com33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 > > Le 2012-10-13 12:42, john a écrit : > >> Dear Funknet Colleagues, We (linguists at the University of Haifa) are in the midst of a truly inane confrontation with the literature specialists in our department (there are 5 of us and 6/7 of them). We are attempting to establish a linguistics stream with a specific curriculum, organizational autonomy, etc. (parallel to the literature stream which already exists in the department) and they are rejecting this on the reasoning that we are a 'language' department, not a 'linguistics' department. They don't seem to recognize the absurdity of this argument, and because there are more of them than us, it seems that we need to argue with them on their level. So what is the etymology of these words? After a little research on the internet, it looks to me like they both came into English through French, ultimately from Latin 'lingua', but 'language' was the regular historical development whereas 'linguistic' was a later Latinization which was adopted by those developing the scientific study of language, because Latinate words sound more scientific. Is this right, and could any of you suggest references to this of the type that would impress literature specialists? Thanks, John From keithjohnson at berkeley.edu Sat Oct 13 20:21:53 2012 From: keithjohnson at berkeley.edu (Keith Johnson) Date: Sat, 13 Oct 2012 13:21:53 -0700 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <75c7bb9e25f312620a295e87908b8afa@research.haifa.ac.il> Message-ID: Does it matter very much if the new stream is called "linguistics"? If the name is the real issue then you might just call it "language studies" and suddenly overcome all objections. Something tells me though that this is not an argument about the name of a new course of study, but instead about the course itself. It sounds like you all need to have a conversation about whether Haifa should be in the business of training linguists or not. And that might be a conversation that should have wider involvement across the university, not limited to just your department. On Oct 13, 2012, at 3:42 AM, john wrote: > > > Dear Funknet Colleagues, > > We (linguists at the University of > Haifa) are in the midst of a truly inane confrontation with the > literature specialists in our department (there are 5 of us and 6/7 of > them). We are attempting to establish a linguistics stream with a > specific curriculum, organizational autonomy, etc. (parallel to the > literature stream which already exists in the department) and they are > rejecting this on the reasoning that we are a 'language' department, not > a 'linguistics' department. They don't seem to recognize the absurdity > of this argument, and because there are more of them than us, it seems > that we need to argue with them on their level. So what is the etymology > of these words? After a little research on the internet, it looks to me > like they both came into English through French, ultimately from Latin > 'lingua', but 'language' was the regular historical development whereas > 'linguistic' was a later Latinization which was adopted by those > developing the scientific study of language, because Latinate words > sound more scientific. Is this right, and could any of you suggest > references to this of the type that would impress literature > specialists? > > Thanks, > > John > From emriddle at bsu.edu Mon Oct 15 03:43:23 2012 From: emriddle at bsu.edu (Riddle, Elizabeth) Date: Mon, 15 Oct 2012 03:43:23 +0000 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <3480A628-5FFE-4402-B359-3724541FEB56@berkeley.edu> Message-ID: Hello, I am a linguist in an English Dept. We do have a Linguistics degree, among others, but we call our area in the department "Language and Linguistics." Maybe that could be an option at first, to get the program going and get people used to the idea. In fact, when we added a Ph.D. concentration, we called it " Applied English Linguistics" at first, which sat well with people in English, and a number of years later, changed it to "Applied Linguistics," which we felt was more appropriate. That was fine with everyone at that point. Best, Liz Elizabeth M. Riddle Professor and Chair Department of English Ball State University Muncie, IN 47306 USA emriddle at bsu.edu Tel: 765-285-8584 ________________________________________ From: funknet-bounces at mailman.rice.edu [funknet-bounces at mailman.rice.edu] on behalf of Keith Johnson [keithjohnson at berkeley.edu] Sent: Saturday, October 13, 2012 4:21 PM To: john Cc: Subject: Re: [FUNKNET] Etymologies of 'linguistics' and 'language' Does it matter very much if the new stream is called "linguistics"? If the name is the real issue then you might just call it "language studies" and suddenly overcome all objections. Something tells me though that this is not an argument about the name of a new course of study, but instead about the course itself. It sounds like you all need to have a conversation about whether Haifa should be in the business of training linguists or not. And that might be a conversation that should have wider involvement across the university, not limited to just your department. On Oct 13, 2012, at 3:42 AM, john wrote: > > > Dear Funknet Colleagues, > > We (linguists at the University of > Haifa) are in the midst of a truly inane confrontation with the > literature specialists in our department (there are 5 of us and 6/7 of > them). We are attempting to establish a linguistics stream with a > specific curriculum, organizational autonomy, etc. (parallel to the > literature stream which already exists in the department) and they are > rejecting this on the reasoning that we are a 'language' department, not > a 'linguistics' department. They don't seem to recognize the absurdity > of this argument, and because there are more of them than us, it seems > that we need to argue with them on their level. So what is the etymology > of these words? After a little research on the internet, it looks to me > like they both came into English through French, ultimately from Latin > 'lingua', but 'language' was the regular historical development whereas > 'linguistic' was a later Latinization which was adopted by those > developing the scientific study of language, because Latinate words > sound more scientific. Is this right, and could any of you suggest > references to this of the type that would impress literature > specialists? > > Thanks, > > John > From A.Foolen at let.ru.nl Mon Oct 15 09:09:27 2012 From: A.Foolen at let.ru.nl (Ad Foolen) Date: Mon, 15 Oct 2012 11:09:27 +0200 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <4033F8EF7E1BD54AA3231850422D85DD0FB5253C@ExchSTORE4.csusb.edu> Message-ID: Following up on Rong's point that literature is an artistic creation using language as a medium, a reference to the last chapter of Edward Sapir's Language (1921) might be appropriate and helpful in the debate with the literature colleagues. Chapter 21 is on 'Language and literature', and the second paragraph starts as follows: "Language is the medium of literature as marble or bronze or clay are the materials of the sculptor. Since every language has its distinctive peculiarities, the innate formal limitations - and possibilities - of one literature are never quite the same as those of another. The literature fashioned out of the form and substance of a language has the color and texture of its matrix." Ad Foolen -----Oorspronkelijk bericht----- From: Rong Chen Sent: Saturday, October 13, 2012 7:00 PM To: john ; funknet at mailman.rice.edu Subject: Re: [FUNKNET] Etymologies of 'linguistics' and 'language' There may be another approach: to argue that literature is only one type/part of language--and a very small part at that (There may be more people who do not read literature than those who do even in the present world of ours.) One might even say that literature is NOT language, but an artistic creation using language as a medium. Rong Chen -----Original Message----- From: funknet-bounces at mailman.rice.edu [mailto:funknet-bounces at mailman.rice.edu] On Behalf Of Mike Morgan Sent: Saturday, October 13, 2012 9:44 AM To: john; funknet at mailman.rice.edu Subject: Re: [FUNKNET] Etymologies of 'linguistics' and 'language' another approach (which has worked for many universities in the states when people were trying to get American Sign Language accepted as a foreign language... when of course it isn't "foreign" in the US)... precedence... check out a number of (prestigious) "Languages" departments and fing out those which in fact have a setup similar to the one you want, i.e. with a Linguistics "track" Can't use MY alma mater DEPT as an example as the department I got my MA and PhD was Slavic Languages AND Literatures (i.e. specifically stated that literature is separate form language!... Slavic Depts at Harvard, Yale, UCLA, etc are similarly named)... and the Germanic Dept is "Germanic STUDIES". (And East Asian is East Asian Languages and CULTURES"... and BTW English is JUST "Department of English"... no language OR literature... nor linguistics... but they in fact have both linguistics and literature)) A quick search (your colleagues can do a more detailed one to document the "evidence") turns up the following example of what you want/need as "evidence: a "Department of English Language" which has a CLEAR Linguistics focus in addition to literature: * University of Glasgow http://www.gla.ac.uk/subjects/englishlanguage/ (a sampling of thesis produce can be accessed at http://theses.gla.ac.uk/view/faculties/englang.html On Sat, Oct 13, 2012 at 9:50 PM, john wrote: > > > It isn't sensible, but it might be an argument that the literature > people will listen to. They are obsessed with the idea that this is a > 'language' department and that this makes it inherently and eternally > different from a 'linguistics' department, even though they don't know > what linguistics is. We (the linguists) want a linguistics program, > and the present situation is so completely unacceptable that we're > setting aside more specific questions. Many of the students > (particularly the Arabs, who are the majority of the students) really > want linguistics, but the literature people don't understand and don't > care. The university administration is saying that this is a > department-internal matter, so they won't get involved, and we always > get outvoted when we try to push any kind of agenda inside the department. > > John > > On > 13.10.2012 17:59, René-Joseph Lavie wrote: > >> A few sparse remarks, > just in case they help. >> >> In French we have two words where English > has 'language' only': >> 'langage' is language in general (LE langage) >> > 'langue' is ONE particular language, e.g. Yaqui, Hungarian >> >> It is > not sensible to base on etymology the setup of scholar >> departments. >> > >> What sort of things do you want to teach / foster research about? >> > Chaucer's theatre. >> How in time the 2nd pers. plural English 'you' came > to be used to >> denote the allocutor (in the singular). >> The variety > of the pronoun systems across languages today? >> The subordination > devices that are to be observed in Papuan languages. >> The question of > linguistic infinite productivity. >> Language acquisition >> Build up > artifacts that behave like speakers with moderate computation >> > demand. >> Build up artifacts that behave like speakers in a cognitively > plausible >> way. Etc. >> The naming of the department(s) / section(s) > takes places once this is >> settled. >> >> Who provides you with money? > What do they say they want? What are their >> real needs? What are their > organisational constraints? What are their >> operational constraints? > What do your students want? >> >> -- >> René-Joseph Lavie >> MoDyCo > (Université Paris Ouest Nanterre la Défense et CNRS) >> rjl at ehop.com >> > http://rjl.ehop.com33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 >> >> Le > 2012-10-13 12:42, john a écrit : >> >>> Dear Funknet Colleagues, We > (linguists at the University of Haifa) are in the midst of a truly > inane confrontation with the literature specialists in our department > (there are 5 of us and 6/7 of them). We are attempting to establish a > linguistics stream with a specific curriculum, organizational > autonomy, etc. (parallel to the literature stream which already exists > in the > department) and they are rejecting this on the reasoning that we are a > 'language' department, not a 'linguistics' department. They don't seem > to recognize the absurdity of this argument, and because there are > more of them than us, it seems that we need to argue with them on > their level. So what is the etymology of these words? After a little > research on the internet, it looks to me like they both came into > English through French, ultimately from Latin 'lingua', but 'language' > was the regular historical development whereas 'linguistic' was a > later Latinization which was adopted by those developing the > scientific study of language, because Latinate words sound more > scientific. Is this right, and could any of you suggest references to > this of the type that would impress literature specialists? Thanks, > John > > -- mwm || *U*C> || mike || माईक || мика || マイク (aka Dr Michael W Morgan) sign language linguist / linguistic typologist academic adviser, Nepal Sign Language Training and Research NDFN, Kathmandu, Nepal From shaharzilla at gmail.com Tue Oct 16 00:42:23 2012 From: shaharzilla at gmail.com (Shahar Shirtz) Date: Mon, 15 Oct 2012 17:42:23 -0700 Subject: Aspect and discourse in African languages Message-ID: --- apologies for cross posting --- Dear all, We would like to propose a workshop on “Aspect and Discourse in African Languages” for the 46th SLE (Societas Linguistica Europaea) Meeting, to be held September 18-21, 2013, in Split, Croatia. Workshops at the SLE are usually composed of from 8 to 13 papers, selected by the workshop organizers, and by the SLE organizing committee. The deadline for the workshop proposal plus short (300-word) abstracts is November 15, 2012. We invite you to submit an abstract for this workshop by *November 7, 2012*, sent as both PDF and either Word or Open Office documents, to * shahars at uoregon.edu* . Please state “SLE 2013” in the subject line. Please forward this to anyone you think may be interested. Thank you for your collaboration! Proposed SLE 2013 Workshop onː *Aspect and Discourse in African Languages* Workshop Organizers: Shahar Shirtz (shahars at uoregon.edu), Doris Payne ( dlpayne at uoregon.edu), and Lutz Marten (lm5 at soas.ac.uk) The correlation between discourse / narrative function and aspect has been noted in many studies (e.g., Fleischmann 1990 for Romance, Sawicki 2008 for Polish). Roughly, a correlation is found between perfective forms and main story line (or foreground) clauses and imperfective forms and non-main story line or background clauses (Labov & Waletzky 1967, Bybee, Perkins & Pagliuca 1994, *inter alia*). In many African languages one finds constructions (either clausal constructions or specialized verb forms) which are used primarily (but almost never solely) to convey events on the main narrative / plot line. Such constructions are found in West African languages (Robert 1991, 2012, Carlson 1992), Nilotic (Tucker & Mpaayei 1955, Dimmendaal 1983, König 1993) Afro-Asiatic (e.g., Jaggar 2006) and Bantu (Doke 1954, Hopper 1979, Nurse 2008) among other phyla and groups of African languages. Such constructions differ in the degree to which they are “dedicated” to narrative usage and the other usages they are found in, the morphosyntax of the constructions, their pragmatic implications, their diachronic sources and many other parameters. They may also vary in the degree in which the “narrative” form is an aspect or even TAM form. Thus, the typological and genealogical variety of African languages, together with the frequency of so called “narrative” forms, raise ample questions and problems of analysis and description. In turn, these forms provide opportunities for many lines of research including the diachrony of these forms or their grammaticalization pathways (e.g., Bybee, Perkins & Pagliuca 1994), the functional range of these forms in different discourse types (e.g., Robert 2012) their morpho-syntactic and functional typology, and the potential genesis of aspect categories under discourse pressures, among many others. This workshop is aimed at bringing together scholars interested in the different linguistic phyla and areas of Africa in order to address questions of aspect and discourse and narrative usage. The topics and questions we wish to address include, but are by no means limited to, the following: 1. Many African languages have been claimed to have specialized “narrative” constructions. However these constructions may also be used in non-narrative texts or in non-plot / non-main event line contexts. What is the functional range or distribution of these so called “narrative” forms? 2. What is the relation between aspect and “narrative” forms? Are “narrative” forms always perfective? If no, are there other signals of perfectivity in the clausal construction for? 3. Do forms used to advance the main even line carry special implicatures? Do they carry an implicature of a finished event? An implicature that the preceding event has finished? Is there an implication / implicature of telicity in “narrative” forms 4. What are the attested diachronic sources and pathways of the so called “narrative forms”? 5. What types of changes in Tense Aspect Mood (TAM) marking are found when shifting between main plot line to other discourse modes (e.g., description, explanation)? Or when shifting from one episode to another (i.e., from one narrative sequence to another)? 6. How clear is the relation between imperfectivity and background / non main event line clauses? What types of imperfectivity are found in such clauses? Do certain functions attract certain types of imperfectivity? 7. Perfectivity is seldom divided into subtypes (Comrie 1976). Can one, given the central role of perfectivity in discourse (Fleischmann 1990), identify distinct semantic (sub-)types of the perfective in African languages? 8. Some African languages have subtypes of perfects, or of “anteriors” (cf. Drolc 1992, 2000). Via what different diachronic paths might these have arisen? What roles do they play in discourse; e.g., is there a relation between perfect and background / non main event line clauses? Do certain discourse functions attract certain types of perfect (cf. Comrie 1976:56-65)? 9. Besides perfects or anteriors (Nurse 2008), are there other aspects or aspect-like categories or constructions which refer to two time points, e.g. situative (‘while’), persistive (‘still’), alterative (‘now but not before’)? How are these used in narrative discourse? 10. Contrastive focus and information focus constructions are thought of as incompatible with main event line function(s) (but see Jagger 2006). Is there a relation between contrastive / information focus constructions and particular aspects? REFERENCES Bybee, J., R. Perkins, & W. Pagliuca. 1994. *The evolution of grammar*: *tense, aspect and modality in the languages of the world*. Chicago and London: University of Chicago Press. Carlson, Robert. 1992. Narrative, subjunctive and finiteness. *Journal ofAfrican Languages and Linguistics.* 13: 59-85 Comrie, B. 1976. *Aspect*. Cambridgeː Cambridge University Press. Doke, C.M. 1954. *The Southern Bantu languages*. Oxford: Oxford University Press. Drolc, U. 1992. On the perfect in Swahili. *Afrikanistische Arbeitspapiere*29: 63-87. Drolc, U. 2000. Zur Typologie des Perfekts (am Beispiel des Swahili). W. Breu (ed.), *Probleme der interaktion von Lexik und Aspekt (ILA)*. 91-112. Tübingen: Max Niemeyer. Fleischmann, S. 1990. *Te**nse and narrativityː From medieval performance to modern fiction*. Austinː University of Texas Press. Hopper, P. 1979. Aspect and foregrounding in discourse. T. Givón (ed.), *Syntax and Semantics, 12ː Discourse and Syntax*. 213-241. New York, Academic Press. Jaggar, P.H, 2006, The Hausa perfective tense-aspect used in WH-/Focus constructions and historical narratives: A unified account. In: Hyman, Larry M. and Newman, Paul, (eds.), *West African Linguistics: Descriptive, Comparative, and Historical Studies in Honor of Russell G. Schuh.* 100-133. Studies in African Linguistics. König, C. 1993. *Aspekt im Maa*. Köln: Institüt für Afrikanistik, Universitat zu Köln. Labov, W. & J. Waletzky. 1967. Narrative analysisː oral versions of personal experience. J. Helm (ed.), *Essays on the verbal and visual arts*, 12-42. (Proceedings of the 1966 Annual Spring Meeting of the American Ethnological Society.) Seattleː University of Washington Press. Newman, P. 2000. *The Hausa **language: An **encyclopedic **reference **g rammar.* New-Haven and London: Yale University Press. Nurse, D. 2008. *Tense and aspect in Bantu*. Oxfordː Oxford University Press. Robert, S. 1991. *Approche énonciative du système verbalː le cas du Wolof. * Parisː Éditions du CNRS. Robert, S. 2012. From temporal vagueness to syntactic and pragmatic dependencyː the case of null tense (or aorist). Paper presented at the SLE 45th meeting, Stockholm. Sawicki, L. 2008. *Towards a narrative grammar of Polish*. Warsaw: Warsaw University Press. Tucker, A. N. & J. Ole-Mpaayei. 1955. *Maasai **grammar, with **vocabulary*. Londonː Longman, Green & Co. From spike at uoregon.edu Tue Oct 16 03:22:38 2012 From: spike at uoregon.edu (Spike Gildea) Date: Mon, 15 Oct 2012 20:22:38 -0700 Subject: Position: Assistant Professor, Second Language Acquisition, University of Oregon Message-ID: *Advertisement/Position Announcement* University or Organization: University of Oregon Department: Linguistics Job Location: Oregon, USA Web Address: http://logos.uoregon.edu/ Job Rank: Assistant Professor Specialty Areas: Second language acquisition The Department of Linguistics at the University of Oregon is searching for an assistant professor with a specialization insecondlanguage acquisition. The position begins September16,2013. The successful candidate will be expected to maintain an active SLA research profile that connects with current areas of strength in the departmentand to contribute to service requirements. Teaching expectations include undergraduate and graduate courses in general linguistics and second language acquisition, plus courses in our Second Language Acquisition and Teaching Certificate (http://slat.uoregon.edu) and in the MA Language teaching Specialization (http://logos.uoregon.edu/programs/graduate/teaching_specialization.shtml).The successful candidate may also propose the development of other courses, including graduate seminars in areas of specialization, plus mentoring of graduate student research at both the MA and PhD levels. While this appointment is wholly within Linguistics, there will be considerable opportunity to interact with faculty and students in allied departments and programs,e.g., various language teaching departments, Psychology, the Center for Applied Second Language Studies (http://casls.uoregon.edu/), the Northwest Indian Language Institute (http://pages.uoregon.edu/nwili/), and the World Languages Academy (http://wla.uoregon.edu/). A Ph.D. in Second Language Acquisition, Linguistics or a related field is required by September 16, 2013. Salary will be commensurate with qualifications. Applications are only being accepted via http://academicjobsonline.org . Applications should include a cover letter, research and teaching statements, representative publications, and the names and contact information for three references (including at least one reference from someone who can address your teaching). Letters of reference and teaching evaluations will not be required with the initial application. To be assured of consideration the application materials must be received by December 15, 2012. We expect to conduct some preliminary interviews at the Linguistics Society of America conferencein Boston, January 2013. The University of Oregon is an Equal Opportunity/Affirmative Action institution committed to cultural diversity and compliance with the Americans with Disabilities Act. The successful candidate will support and enhance a diverse learning and working environment. Application Deadline:be assured of consideration application materials must be received by December 15, 2012.The position will remain open until filled. Web Address for Applications: http://academicjobsonline.org Contact Information: Professor Scott DeLancey Email: delancey at uoregon.edu From langconf at bu.edu Tue Oct 16 22:12:18 2012 From: langconf at bu.edu (BUCLD) Date: Tue, 16 Oct 2012 18:12:18 -0400 Subject: BUCLD 37 Pre-registration ends 10/23 Message-ID: Dear Prospective BUCLD 37 Attendee, We would like to remind you that the deadline to pre-register for BUCLD 37 is Tuesday, October 23, 2012. By pre-registering not only will you receive a reduced rate for the conference, but you will also be able to check-in at the registration desk quickly and proceed to the various exciting talks without waiting in line. Regular full-price registration will continue to be available online from Wednesday, October 24 through Tuesday, October 30. To register, please visit the following website: http://www.bu.edu/bucld/conference-info/registration/ For general information on the conference including the full schedule, please visit: http://www.bu.edu/bucld You can also register for the Society for Language Development Symposium “Neuroplasticity and language” on Thursday November 1, 1-4pm through our website. The SLD would also like to announce a new student award. Please see their website for more information: http://www.bcs.rochester.edu/sld/symposium.html We look forward to seeing you at BUCLD 37! From bkbergen at cogsci.ucsd.edu Sun Oct 21 03:01:06 2012 From: bkbergen at cogsci.ucsd.edu (Benjamin Bergen) Date: Sat, 20 Oct 2012 20:01:06 -0700 Subject: 'Louder than words': New book on embodied simulation and meaning Message-ID: Dear Funknetters, I'm pleased (and relieved) to announce the publication of a new book I've written, which might be of interest to members of this list. It's called "Louder than Words: The New Science of How the Mind Makes Meaning," from Basic Books, and is available at fine booksellers everywhere, both in the real world and online. The book articulates an embodied theory of meaning based on the premise that language users simulate what it would be like to experience things and events that are described, using their perceptual, motor, and affective systems. I combine evidence from brain imaging and behavioral experiments with linguistic analysis to show what work simulation can do for a theory of language. Chapters address individual differences in meaning, meaning differences across languages and cultures, how grammar drives meaning and simulation, and how and what people simulate when dealing with metaphorical language. I tried to write the book in such a way that it's at once accessible to the interested lay reader and at the same time packed densely enough with compelling current research to be useful to the specialist researcher and appropriate for classes on meaning, language, and cognition. I hope you'll find that I've succeeded! You can find an excerpt, chapter list, and other materials here: http://www.louderthanwordsbook.com And Salon.com published an excerpt from the first chapter today: http://www.salon.com/2012/10/20/where_does_language_come_from/. Best regards, Ben +=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=+ Benjamin K. Bergen Associate Professor, Department of Cognitive Science Director, Language and Cognition Lab University of California, San Diego My new book, coming out October 30, 2012: Louder than words: The new science of how the mind makes meaning http://www.louderthanwordsbook.com Contact: bkbergen at ucsd.edu http://www.cogsci.ucsd.edu/~bkbergen/ Office: (858)534-2523 +=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=+ From dryer at buffalo.edu Mon Oct 29 21:34:48 2012 From: dryer at buffalo.edu (Matthew Dryer) Date: Mon, 29 Oct 2012 17:34:48 -0400 Subject: quasi-publishing Message-ID: I am seeking advice on behalf of a colleague.She is looking for a way to make available a manuscript about conversation, most of which is detailed analyses of a set of actual conversations, but which she feels is not appropriate to be published as a book in the normal way, partly because it is very long (over 1200 pages) and partly because the fact that it is primarily detailed analyses means that it would be difficult to publish in the normal way.What she is looking for is some sort of "quasi-publication", where the manuscript would be accessible to people and where copies of it would find their way into at least some libraries so that it would be accessible in the distant future. If any of you have suggestions as to where she might "quasi-publish" her manuscript, please let me know. Thanks, Matthew Dryer From macw at cmu.edu Mon Oct 29 22:29:31 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 29 Oct 2012 15:29:31 -0700 Subject: quasi-publishing In-Reply-To: <508EF678.2090801@buffalo.edu> Message-ID: Your colleague could contribute these conversations with linked audio to TalkBank, so people could really get into the data she has analyzed. We could post her manuscript along with the data. It would get an ISBN. Whether libraries will eventually ingest material in this form is unclear. -- Brian MacWhinney, CMU On Oct 29, 2012, at 2:34 PM, Matthew Dryer wrote: > > I am seeking advice on behalf of a colleague.She is looking for a way to make available a manuscript about conversation, most of which is detailed analyses of a set of actual conversations, but which she feels is not appropriate to be published as a book in the normal way, partly because it is very long (over 1200 pages) and partly because the fact that it is primarily detailed analyses means that it would be difficult to publish in the normal way.What she is looking for is some sort of "quasi-publication", where the manuscript would be accessible to people and where copies of it would find their way into at least some libraries so that it would be accessible in the distant future. > > If any of you have suggestions as to where she might "quasi-publish" her manuscript, please let me know. > > Thanks, > > Matthew Dryer > > > From bischoff.st at gmail.com Tue Oct 30 12:13:45 2012 From: bischoff.st at gmail.com (s.t. bischoff) Date: Tue, 30 Oct 2012 08:13:45 -0400 Subject: How hierarchical is language use? Message-ID: Some may find this article of interest... How hierarchical is language use? Stefan L. Frank1,*, Rens Bod2 and Morten H. Christiansen3 Proceedings of the Royal Society It is generally assumed that hierarchical phrase structure plays a central role in human language. However, considerations of simplicity and evolutionary continuity suggest that hierarchical structure should not be invoked too hastily. Indeed, recent neurophysiological, behavioural and computational studies show that sequential sentence structure has considerable explanatory power and that hierarchical processing is often not involved. In this paper, we review evidence from the recent literature supporting the hypothesis that sequential structure may be fundamental to the comprehension, production and acquisition of human language. Moreover, we provide a preliminary sketch outlining a non-hierarchical model of language use and discuss its implications and testable predictions. If linguistic phenomena can be explained by sequential rather than hierarchical structure, this will have considerable impact in a wide range of fields, such as linguistics, ethology, cognitive neuroscience, psychology and computer science. From BartlettT at cardiff.ac.uk Wed Oct 31 07:26:02 2012 From: BartlettT at cardiff.ac.uk (Tom Bartlett) Date: Wed, 31 Oct 2012 07:26:02 +0000 Subject: How hierarchical is language use? In-Reply-To: Message-ID: Those researching in this area may be interested in the work of my colleague, Gerard O'Grady, on the grammar of increments, which develops Brazil's concept of linear grammar. A Grammar of Spoken English Discourse:  The Intonation of Increments. http://books.google.co.uk/books/about/A_Grammar_of_Spoken_English_Discourse.html?id=wM4CuAAACAAJ&redir_esc=y Tom. -----funknet-bounces at mailman.rice.edu wrote: ----- To: Funknet From: "s.t. bischoff" Sent by: funknet-bounces at mailman.rice.edu Date: 30/10/2012 12:14 Subject: [FUNKNET] How hierarchical is language use? Some may find this article of interest... How hierarchical is language use? Stefan L. Frank1,*, Rens Bod2 and Morten H. Christiansen3 Proceedings of the Royal Society It is generally assumed that hierarchical phrase structure plays a central role in human language. However, considerations of simplicity and evolutionary continuity suggest that hierarchical structure should not be invoked too hastily. Indeed, recent neurophysiological, behavioural and computational studies show that sequential sentence structure has considerable explanatory power and that hierarchical processing is often not involved. In this paper, we review evidence from the recent literature supporting the hypothesis that sequential structure may be fundamental to the comprehension, production and acquisition of human language. Moreover, we provide a preliminary sketch outlining a non-hierarchical model of language use and discuss its implications and testable predictions. If linguistic phenomena can be explained by sequential rather than hierarchical structure, this will have considerable impact in a wide range of fields, such as linguistics, ethology, cognitive neuroscience, psychology and computer science. From kuzar at research.haifa.ac.il Wed Oct 31 16:55:38 2012 From: kuzar at research.haifa.ac.il (Ron Kuzar) Date: Wed, 31 Oct 2012 18:55:38 +0200 Subject: Kuzar: new book Message-ID: Dear colleagues, My book has just been published. More info in the attached flyer. Best, Ron Kuzar ----------- Sentence Patterns in English and Hebrew Ron Kuzar University of Haifa Sentence Patterns in English and Hebrew offers an innovative perspective on sentential syntax, in which sentence patterns are introduced as constructions within the general framework of Construction Grammar. Drawing on naturally occurring data collected from the Internet, the study challenges the prevailing view of predication as the sole mechanism of sentence formation, and introduces the idea of patterning as a complementary, sometimes even alternative mechanism. Major sentence patterns of English and Hebrew are systematically presented, targeting both their form and their function. A contrastive analysis of the sentence patterns in these two languages results in postulating a typological group, in which cognitive motivations are shown to account for both similarities and differences within the typology. Sentence Patterns in English and Hebrew will appeal to scholars of constructional approaches, cognitive linguistics, typology, syntax, as well as anyone interested in English and Hebrew. [Constructional Approaches to Language, 12] 2012. xvii, 254 pp. Hb 978 90 272 0434 9 EUR 95.00 E-book 978 90 272 7331 4 EUR 95.00 =============================================== Dr. Ron Kuzar Address: Department of English Language and Literature University of Haifa IL-31905 Haifa, Israel Office: +972-4-824-9826, Fax: +972-4-824-9711 Home: +972-77-481-9676, Mobile: +972-54-481-9676 Email: kuzar at research.haifa.ac.il Homepage: http://research.haifa.ac.il/~kuzar =============================================== From tiflo at csli.stanford.edu Wed Oct 31 17:34:09 2012 From: tiflo at csli.stanford.edu (T. Florian Jaeger) Date: Wed, 31 Oct 2012 13:34:09 -0400 Subject: How hierarchical is language use? Message-ID: > -----funknet-bounces at mailman.rice.edu wrote: ----- > To: Funknet > From: "s.t. bischoff" > Sent by: funknet-bounces at mailman.rice.edu > Date: 30/10/2012 12:14 > Subject: [FUNKNET] How hierarchical is language use? > > Some may find this article of interest... > > How hierarchical is language > use?< > http://rspb.royalsocietypublishing.org/content/early/2012/09/05/rspb.2012.1741.full.pdf+html > > > Stefan L. Frank1,*, Rens Bod2 and Morten H. Christiansen3 > Proceedings of the Royal Society > > > It is generally assumed that hierarchical phrase structure plays a central > role in human language. However, > considerations of simplicity and evolutionary continuity suggest that > hierarchical structure should not > be invoked too hastily. Indeed, recent neurophysiological, behavioural and > computational studies show > that sequential sentence structure has considerable explanatory power and > that hierarchical processing > is often not involved. In this paper, we review evidence from the recent > literature supporting the hypothesis > that sequential structure may be fundamental to the comprehension, > production and acquisition of > human language. Moreover, we provide a preliminary sketch outlining a > non-hierarchical model of > language use and discuss its implications and testable predictions. If > linguistic phenomena can be > explained by sequential rather than hierarchical structure, this will have > considerable impact in a wide > range of fields, such as linguistics, ethology, cognitive neuroscience, > psychology and computer science. > > > I thought I'd throw in my 2 cents about that paper and link to an additional paper of interest by the same authors: Frank and Bod 2011 in PsychScience "Insensitivity of the Human Sentence-Processing System to Hierarchical Structure", preprint available here: http://www.academia.edu/509509/Insensitivity_of_the_Human_Sentence-Processing_System_to_Hierarchical_Structure In that paper, the authors provide evidence that at least *some* measures of processing difficulty during reading are more affected by sequential rather than hierarchical features. They show that probabilistic phrase structure grammars (PCFGs) are better at predicting words than simple recurrent networks (SRNs). Crucially though, the probabilities (expectations) derived from SRNs provide a better fit against human reading times than the probabilities derived from PCFGs (several versions of both models are evaluated and compared; specifically, as I recall, the models are evaluated under the surprisal linking hypothesis proposed by Hale, 2001; Levy, 2008 ). The authors take this to argue that humans rely on representations that resemble those inherent to SRNs more closely than PCFGs. The methodology employed by the authors is rather thorough, so that I would think the results would replicate. Three caveats: first, it should be clarified is that SRNs, of course, *do* hierarchical structure, though their latent structure is typically considerably flatter than PCFGs (and less pre-determined, of course). Second, the quality of the PCFGs depends on the quality of the Treebank they are trained on. While the fact that the PCFGs predicted words better than SRNs did suggests that the Treebank structures were decent, this does not mean that the study tested whether human sentence comprehension involves *any* hierarchical structure (of a different nature). The authors acknowledge something similar to that in the discussion. Third, the data presented in the main text are analyzing first past fixations (i.e., the measure in reading that is perhaps expected to be most sensitive to the earliest pieces of information that become available during processing). I haven't yet checked the supplementary information, which contains analyses of additional measures. Finally, I felt that in the "How hierarchical is language use?" paper some of the clarity that the previous paper (discussed above) had got lost. The idea that we switch back and forth between different 'parallel' sequential processing stream (see discussion) is just a different way of stating that language *is* hierarchical. What is left is much less controversial (and rather insightful, like the first paper): much of processing does not require any or at least not particularly 'deep' hierarchical structure, if we're willing to accept a rich mental lexicon that includes lexicalized structures (which we need to anyway). I am cc-ing Stefan Frank to correct any wrong details in my summary of his paper. Florian From maarten.lemmens at univ-lille3.fr Mon Oct 1 17:35:13 2012 From: maarten.lemmens at univ-lille3.fr (Maarten Lemmens) Date: Mon, 1 Oct 2012 19:35:13 +0200 Subject: 2nd CfP AFLiCo 5: "Multi-modality & language variation; cognitive linguistics" - Lille, France Message-ID: Second CALL FOR PAPERS - AFLiCo 5 ?Empirical Approaches to Multi-modality and to Language Variation? Fifth International Conference of the Association Fran?aise de Linguistique Cognitive (AFLiCo 5) University of Lille 3, Lille, France May 15-17, 2013 http://aflico5.sciencesconf.org/ PLENARY SPEAKERS (titles and abstracts on conference web site) Dagmar Divjak (University of Sheffield) Colette Grinevald (University of Lyon 2) Irene Mittelberg (RWTH Aachen University) Gary Morgan (City University London) Fran?ois Rastier (CNRS and INALCO Paris) Luc Steels (ICREA (IBE-UPF-CSIC) BARCELONA & SONY CSL PARIS) OBJECTIVES This conference chiefly aims at consolidating and strengthening the network of cognitive linguists working in France and abroad by providing a forum for discussion and collaboration in the tradition of the preceding AFLiCo conferences in Bordeaux (2005), Lille (2007), Nanterre (2009) and Lyon (2011) and the ?JET? workshops in Bordeaux (2010) and Paris (2012). THEMATIC SESSIONS This conference will be the fifth international conference of the Association Fran?aise de Linguistique Cognitive (AFLiCo; www.aflico.fr). The conference?s major foci are in line with the direction the previous AFLiCo conferences were headed in: multi-modality (in particular, co-verbal gestures and signed languages viewed as multi-channel communication systems) and linguistic variation (typology as well as intra-language variation). However, the conference seeks to add an important dimension to this direction, viz. empirical methods in (cognitive) linguistics, which have recently been attracting growing interest. With this emphasis on empirical approaches, the conference meets a real need of the linguistic community (cognitive or otherwise), given that the field of linguistics is shifting ever more rapidly towards interdisciplinary approaches, using various advanced empirical methods, ranging from psycholinguistic experiments to sophisticated analyses based on (large) corpora. The study of multi-modality recognizes the frequent simultaneous presence of multiple communication channels. In the visual domain, co-verbal gestures underscore the embodied nature of language proposed by cognitive linguistics. In the aural domain, para-verbal aspects of utterances (pitch, intonation, voice quality, etc.) beg the question of how to isolate stable correspondences between these ?forms? and semantic (particularly attitudinal) values. As was the case for the 2007 AFLiCo conference held in Lille, we explicitly welcome proposals for papers on signed languages, which by their very nature are multi-modal communication systems, as the signed utterance is brought about not just by means of hand gestures but also through posture and movements of, inter alia, the upper body, the head, the mouth and the eyebrows. Signed languages provide a window to the human mind and its capacity to represent abstract concepts in concrete, material forms; cognitive linguistics offers a well-suited model to account for iconicity, metaphor and metonymy, which are central to the study of the world?s signed languages. The topic of signed languages ties in with the LSF (langue des signes fran?aise) Interpreter training at the University of Lille 3. Cross-linguistic variation has been the object of typological and comparative cognitive studies which address the issue of universal grammar and linguistic relativity. With regard to intra-language variation, recent years have witnessed the emergence of a cognitive sociolinguistics. Language variation is also a key ingredient in explaining language change and grammaticalization. GENERAL SESSIONS The conference will not be limited to thematic sessions devoted to the main foci described above. The organisers also encourage researchers to submit proposals within other areas of cognitive linguistics, to be presented in the general parallel sessions. Possible topics include (but are not restricted to): - (cognitive) construction grammar - conceptual metaphors - image schemata - frame semantics - coercion and the tension between productivity and convention in language - computer modelling based on empirical data - problems and solutions in empirical methods: corpus studies, acceptability ratings, response time measurements, event-related potential experiments, eye tracking studies, etc. The organisers further encourage young researchers to submit an abstract. NOTE: for organisational reasons, the thematic sessions on signed languages will be grouped on the first day of the conference (15 May). SUBMISSION PROCEDURE Abstracts will be submitted to a double, blind review. They should be fully anonymous and not exceed 500 words (references excluded). Submission is to be done via a login on the conference website (http://aflico5.sciencesconf.org/). Researchers who have a login on the HAL-SHS website can use that instead of creating a new one. IMPORTANT DATES Submission deadline: November 15, 2012 Notification of acceptance: January 15, 2013 Workshop ?Empirical methods in Usage-Based Linguistics?: May 13 and 14, 2013 Conference dates: May 15-17, 2013 (TBC: registration & welcome reception: May 14, from 17:00) REGISTRATION Details about the registration procedure and registration deadlines will be posted on the conference website as soon as they become available. There will be reduced registration fee for AFLiCo members and students as well as early bird reduction. CONFERENCE LANGUAGES English (preferred), French, LSF (please notify the organisers in advance) CONFERENCE WEBSITE http://aflico5.sciencesconf.org/ SPRING SCHOOL To enhance the success of the empirical dimension, we will organise, pending funding, a Spring School on ?Empirical methods in Usage-Based Linguistics? on the two days preceding the conference (i.e. on May 13 and 14) with 5 parallel workshops on different empirical approaches, each presenting a specific methodology or tool: (1) corpus linguistics: principles and general methods (Dagmar Divjak, University of Sheffield, UK); (2) statistics in corpus linguistics with R (Dylan Glynn, Lund University, Sweden); (3) annotating and analysing multi-modal data in ELAN (Mark Tutton, University of Nantes, France); (4) transcribing and analysing oral data in CLAN (Christophe Parisse, University of Paris 10, France); (5) methods in psycholinguistic experiments ([to be confirmed]). Further details will be posted on the conference website. ORGANISING COMMITTEE: Maarten Lemmens, UMR 8163 STL (CNRS and Universities of Lille 3 and Lille 1) Dany Amiot, UMR 8163 STL (CNRS and Universities of Lille 3 and Lille 1) Annie Risler, UMR 8163 STL (CNRS and Universities of Lille 3 and Lille 1) Bert Cappelle, UMR 8163 STL (CNRS and Universities of Lille 3 and Lille 1) SCIENTIFIC COMMITTEE Florence Chenu, University of Lyon 2, France Marion Blondel, University of Paris 8, France Jana Bressem, University of Frankfurt an der Oder, Germany Georgette Dal, University of Lille 3, France Nicole Delbecque, University of Leuven, Belgium Walter Demulder, University of Antwerp, Belgium Guillaume Desagulier, University of Paris 8 Elisabeth Engberg-Pedersen, University of Copenhagen, Denmark Sonja Erlenkamp, University of Trondheim, Norway Jean-Michel Fortis, University of Paris 7, France Craig Hamilton, University of Mulhouse, France Dylan Glynn, University of Lund, Sweden Maya Hickmann, University of Paris 5, France Harriet Jisa, University of Lyon 2, France Annetta Kopecka, University of Lyon 2, France Silva Ladewig, University of Frankfort an der Oder, Germany Jean-R?mi Lapaire, University of Bordeaux 3, France Aliyah Morgenstern, University of Paris 3, France Caroline Rossi, University of Lyon 2, France St?phane Robert, F?d?ration TUL - FR 2559, France Paul Sambre, Lessius Hogeschool, Antwerp, Belgium Mark Tutton, University de Nantes, France Kristel van Goethem, University of Louvain, Belgium Myriam Vermeerbergen, University of Leuven, Belgium Bencie Woll, University College London, U.K. Sherman Wilcox, University of New Mexico, Albuquerque, NM, USA From v.evans at bangor.ac.uk Mon Oct 1 19:45:14 2012 From: v.evans at bangor.ac.uk (Vyv Evans) Date: Mon, 1 Oct 2012 20:45:14 +0100 Subject: 2nd Call for Papers: Cognitive Futures of the Humanities, Bangor April 2013 Message-ID: COGNITIVE FUTURES OF THE HUMANITIES International Conference 4-6th April 2013, School of Linguistics & English Language, Bangor University WEBSITE: www.bangor.ac.uk/cognitive-humanities/ CONTACT: cognitivehumanities at bangor.ac.uk ORGANIZER: Prof. Vyv Evans (www.vyvevans.net) We invite 20-minute paper submissions for a major international conference organized on the Cognitive Futures in the Humanities. The conference will take place on 4-6 April 2013, and will be hosted by Bangor University. Confirmed plenary speakers include the following distinguished scholars: Peter Stockwell (University of Nottingham) Ellen Spolsky (Bar Ilan University ) Shaun Gallagher (University of Memphis) Lisa Zunshine (University of Kentucky) Mark Turner (Case Western Reserve University) Elena Semino (Lancaster University) The conference is associated with an international research network on the ?Cognitive Futures in the Humanities?, which is supported by the UK?s Arts and Humanities Research Council (AHRC), awarded to Dr. Peter Stockwell (Northumbria), and Prof. Vyv Evans (Bangor). RATIONALE AND CONTEXT This first major conference provides a forum in order to bring together researchers from different humanities disciplines, whose work relates to, informs, or is informed by aspects of the cognitive, brain and behavioural sciences. It aims to address, in various ways, the following questions: what is the ?cognitive humanities?? In what ways is knowledge from the cognitive sciences changing approaches to language, literature, aesthetics, historiography and creative culture? How have practices in the arts and humanities influenced the cognitive sciences, and how might they do so in the future? This conference will facilitate the exchange of new, innovative research at the intersection of established disciplines, such as philosophy, linguistics, literary studies, art history and cultural studies. The ?cognitive revolution? has begun to make an impact on how humanists think about language, identity, embodiment and culture, in fields such as cognitive poetics, narratology, phenomenology and literary theory. This conference will assess the state of the field now and ask what new directions lie open for cognitive humanities research. If the cognitive sciences ask fundamental questions about the very nature of the ?human' that underpins the humanities, what new forms of knowledge and research practice might be produced in an emerging area called the ?cognitive humanities?? How can the field be mapped? What methodological opportunities exist, and what value do cognitive paradigms add to traditional modes of inquiry? How may interests particular to the humanities, such as fiction and the imagination, influence the development of research in the cognitive sciences? In addressing these questions, the conference will generate exciting new communication across disciplines and help define an emerging international research community. As part of this initiative, two postgraduate fee-waiver bursaries are being advertised (see details below). CONFERENCE STRUCTURES In addition to six plenary talks, the conference will feature a series of special themed panel sessions with leading researchers serving as discussants, including Alan Richardson (Boston College), Michael Wheeler (Stirling University), Vyv Evans (Bangor University) and Patricia Waugh (Durham University). Proposals may indicate if they wish to be considered for inclusion in one of these sessions (see below). We invite abstracts for 20-minute papers on topics such as: Cognitive neuroscience and the arts Language, meaning and cognitive processing Embodiment Phenomenology of technologies Cognitive poetics and interpretation Reading, immersion and memory Theory of mind Cognition beyond the skin Applied conceptual blending Empirical aesthetics Modularity and creativity Cognition and race, gender and sexuality Cognitive approaches to theatrical performance Literature and affect Literary history and mental science Historicizing cognitive science SUBMISSION DETAILS Please send 250-word abstracts to cognitivehumanities at bangor.ac.uk by the closing date of 30 November 2012. Abstracts should be included as Word file attachments, and be anonymized. Please indicate clearly in your email whether your abstract is to be considered for a paper, or poster, along with the name of presenter(s), university affiliation(s) and email address(es). Proposers can expect to hear if their abstract has been accepted by January 2013, when registration will open. If you wish your abstract to be considered for one of the special themed sessions, please also state which of the following sessions it might contribute to: Metaphor and Mind; Extended and Embodied Cognition; Cognitive Historicism; The Minds of Others; and Cognitive Approaches to Art, Visual Culture and Performance. If you are a postgraduate student who wishes to apply for one of the two fee-waiver bursaries, please also append a 100-word statement to your attached abstract explaining how your research relates to the conference theme of the ?cognitive humanities?, and include contact details for your principal supervisor. In addition, there will be a satellite event involving a special seminar delivered by Prof. Bernard Spolsky (Bar-Ilan University, Israel) relating to language policy and bilingualism: "What can endangered language activists learn from the ?revival? of Hebrew?" Full conference details are available from the conference website: www.bangor.ac.uk/cognitive-humanities/ -- Professor/Yr Athro Vyv Evans Professor of Linguistics/Athro mewn Ieithyddiaeth www.vyvevans.net Head of School/Pennaeth yr Ysgol School of Linguistics & English Language/ Ysgol Ieithyddiaeth a Iaith Saesneg Bangor University/Prifysgol Bangor www.bangor.ac.uk/linguistics Deputy Head of College (Research)/ Dirprwy Bennaeth y Coleg (Ymchwil) College of Arts and Humanities/ Coleg y Celfyddydau a?r Dyniaethau Bangor University/Prifysgol Bangor General Editor of 'Language & Cognition' A Mouton de Gruyter journal www.languageandcognition.net -- Rhif Elusen Gofrestredig / Registered Charity No. 1141565 Gall y neges e-bost hon, ac unrhyw atodiadau a anfonwyd gyda hi, gynnwys deunydd cyfrinachol ac wedi eu bwriadu i'w defnyddio'n unig gan y sawl y cawsant eu cyfeirio ato (atynt). Os ydych wedi derbyn y neges e-bost hon trwy gamgymeriad, rhowch wybod i'r anfonwr ar unwaith a dil?wch y neges. Os na fwriadwyd anfon y neges atoch chi, rhaid i chi beidio ? defnyddio, cadw neu ddatgelu unrhyw wybodaeth a gynhwysir ynddi. Mae unrhyw farn neu safbwynt yn eiddo i'r sawl a'i hanfonodd yn unig ac nid yw o anghenraid yn cynrychioli barn Prifysgol Bangor. Nid yw Prifysgol Bangor yn gwarantu bod y neges e-bost hon neu unrhyw atodiadau yn rhydd rhag firysau neu 100% yn ddiogel. Oni bai fod hyn wedi ei ddatgan yn uniongyrchol yn nhestun yr e-bost, nid bwriad y neges e-bost hon yw ffurfio contract rhwymol - mae rhestr o lofnodwyr awdurdodedig ar gael o Swyddfa Cyllid Prifysgol Bangor. www.bangor.ac.uk This email and any attachments may contain confidential material and is solely for the use of the intended recipient(s). If you have received this email in error, please notify the sender immediately and delete this email. If you are not the intended recipient(s), you must not use, retain or disclose any information contained in this email. Any views or opinions are solely those of the sender and do not necessarily represent those of Bangor University. Bangor University does not guarantee that this email or any attachments are free from viruses or 100% secure. Unless expressly stated in the body of the text of the email, this email is not intended to form a binding contract - a list of authorised signatories is available from the Bangor University Finance Office. www.bangor.ac.uk From Torsten.Leuschner at UGent.be Mon Oct 1 20:22:49 2012 From: Torsten.Leuschner at UGent.be (Torsten Leuschner) Date: Mon, 1 Oct 2012 22:22:49 +0200 Subject: ICLC 7 - UCCTS 3 (UGent, 2013): deadline for submissions extended In-Reply-To: Message-ID: Ghent University (UGent) and University College Ghent (HoGent) are letting you know that the deadline for abstracts for ICLC 7 - UCCTS 3 has been extended to Wednesday, October 10, 2012. ICLC 7 - UCCTS 3 is an international conference combining the 7th edition of the International Contrastive Linguistics Conference (ICLC) and the 3rd edition of Using Corpora in Contrastive and Translation Studies (UCCTS), and will be taking place at Ghent University on July 10-13, 2013. Please consult the conference website, http://www.iclc7-uccts3.ugent.be, for more information. Abstracts must be submitted through the EasyChair system, which may be accessed at http://www.easychair.org/conferences/?conf=iclc7uccts3. They must be anonymous throughout, written in English, and should not exceed 500 words, excluding references. Submissions are limited to two per individual, at least one of which must be co-authored. Extended deadline for submissions: October 10, 2012 Notifications of acceptance: December 15, 2012 From elliotthoey at gmail.com Tue Oct 9 04:54:30 2012 From: elliotthoey at gmail.com (Elliott Hoey) Date: Mon, 8 Oct 2012 21:54:30 -0700 Subject: CFP: 19th annual Conference on Language, Interaction, and Social Organization at UC Santa Barbara Message-ID: * CALL FOR PAPERS* * * *19TH ANNUAL CONFERENCE ON **LANGUAGE, INTERACTION, AND SOCIAL ORGANIZATION* *THEME: "POWER, CONFLICT, INEQUALITY"* *UNIVERSITY OF CALIFORNIA, SANTA BARBARA* *MAY 10-12, 2013* * * The LISO conference promotes interdisciplinary research and discussion in the analysis of naturally occurring human interaction. Papers will be presented by national and international scholars on a variety of topics in the study of language, interaction, and culture. The papers primarily employ analysis of naturally occurring data drawing from methodologies that include conversation analysis, discourse analysis, ethnographic methods, ethnomethodology, interactional linguistics, and interactional sociolinguistics. We welcome abstracts from graduate students and faculty working in the areas of Anthropology, Applied Linguistics, Cognitive Science, Communication, Education, Linguistics, Psychology, and Sociology. *Featured plenary speakers: Marjorie Harness Goodwin (UCLA, Linguistic Anthropology) Kira Hall (CU Boulder, Linguistics) Susan Speer (University of Manchester, Psychology) Kathryn Woolard (UCSD, Anthropology)* *SUBMISSION GUIDELINES* Abstracts must be submitted via email to lisoconference at gmail.com. The body of the email should include name(s) of author(s), affiliation, and contact information. The attached abstract must be in doc, docx, or pdf format only, and must not include the author's name or any other identifying information. Abstracts have a 500 word maximum; those longer than 500 words may not be read in full by reviewers. The abstract should include the following: 1. a clear statement of the main point or argument of the paper 2. a brief discussion of the problem or research question with reference to previous research and the work's relevance to the area of study 3. a short piece of data to support the main point or argument 4. conclusions and/or implications of the research, however tentative *Deadline for submission of abstracts is January 15, 2013*. Late submissions will not be accepted. Notification of (non-)acceptance will be sent no later than March 31, 2013. Accepted abstracts will have either* (a) 20 minutes for presentation and 10 minutes for discussion; or (b) 25 minutes for a data session (small group presentation/discussion of research and data). *to be determined by the abstract review committee Conference presented by The Language, Interaction, and Social Organization (LISO) Graduate Student Organization at UCSB, and The Center for Language, Interaction and Culture (CLIC) Graduate Student Association at UCLA. For additional information, please visit https:// sites.google.com/a/ucsblinguist.org/liso/ Questions can be sent to lisoconference at gmail.com From t.krennmayr at vu.nl Tue Oct 9 12:37:54 2012 From: t.krennmayr at vu.nl (Krennmayr, T.) Date: Tue, 9 Oct 2012 12:37:54 +0000 Subject: Young Researchers Conference on Metaphor in Amsterdam Message-ID: Dear colleagues, Please alert your third year bachelor students to our FREE two-day 'Young Researchers Conference on Metaphor' in Amsterdam. The event will be appropriate for those interested in metaphor in discourse, including students in English or other languages, linguistics, discourse analysis, communication studies and related fields. For more information: http://www.metaphorlab.vu.nl/en/Images/Flyer%20Metaphor%20conference%202013_tcm113-296132.pdf Thank you, Tina Krennmayr From srice at ualberta.ca Tue Oct 9 15:08:39 2012 From: srice at ualberta.ca (Sally Rice) Date: Tue, 9 Oct 2012 09:08:39 -0600 Subject: ICLC-12 abstract deadline fast approaching Message-ID: This is a final call for abstracts for the *12th International Cognitive Linguistics Conference* to be held in Edmonton, Alberta, Canada, 23-28 June 2013. The deadline for *all* abstracts (for both the general session and all previously accepted theme sessions) is *Thursday, 1 November 2012*. See the conference homepage for full details about topics and the abstract submission process: http://www.foa.ualberta.ca/iclc2013 [main site] https://iclc.artsrn.ualberta.ca/ [mirror site intended for Mainland China] ****IMPORTANT UPDATES**** *(1) Number of abstracts per author* We understand that much research in linguistics these days is collaborative, but we are concerned that the widest possible participant pool be represented at the conference. One person can have his or her name on at most two papers intended for platform (as opposed to poster) presentation, but cannot be the sole author on both. Possible scenarios are as follows: ((a) single author on one paper, co-author on another; (b) co-author on two papers. We will allow an author's name to appear on a third paper only if it is proposed as a co-authored poster presentation. In total, an author?s name can appear on no more than three submitted abstracts, only one of which can be a solo-authored submission. We hope you find this a fair compromise between maximizing the number of participants and recognizing all collaborators on shared research. *(2) Theme Sessions* Because of the many exciting and well-planned theme session proposals we received, we have relented on our desire to not have theme sessions in conflict with the general session. One full-day theme session has now been planned for each day of the conference (Sunday through Friday) except the half-day Wednesday (which features afternoon excursions and the evening banquet). Multiple shorter 3-hour theme sessions have been planned for the evenings of Monday and Thursday. Abstracts for individual papers in the theme sessions will still need to be submitted blind for our reviewers through *Easy Abstracts*. Authors must include the title of their pre-approved theme session in a subtitle when they submit their abstracts. Theme session organizers will be able to make the final selection of abstracts from among the abstracts that are intended for the theme session and that pass review in *Easy Abstracts*. The deadline for Theme Session abstracts is *Thursday,* *1 November 2012*. If an abstract intended for a theme session is accepted, but for whatever reason cannot be included in the theme session, the paper can still be presented as part of the general session. Papers in each general-session session will still be thematically arranged. There are constraints on the slots available for the full-day theme sessions on Monday, Tuesday, Thursday, and Friday. Presenters in these full-day sessions must adhere to the same 20-minute slots for presentations and questions (with a 5-minute room change) applying to all presentations on these days. There are eleven 25-minute slots available between 8.30-10.35 and 14.00-16.55 (with a 25-minute coffee break for everyone 15.15-15.40). The intent here is to facilitate easier movement between the general sessions and each day?s theme session for those who want to participate in both. Organizers of full-day theme sessions can add up to an extra hour of time for their theme sessions between 13.00-14.00 if they wish. *(3) Follow ICLC-12 on Facebook and Twitter!* In order to facilitate the uploading of photographs from past ICLC conferences or to upload a tribute to a member of our cognitive linguistics community who has passed away, we have created a Facebook account to which you can upload a photo or a tribute. If you have multiple photos from a specific past contrast, please email them to us and we will place them in an appropriate conference album. ??????????????????????????? Dr. Sally Rice and Dr. John Newman Co-organizers of ICLC-12 (2013) Department of Linguistics 4-34 Assiniboia Hall University of Alberta Edmonton, AB T6G 2E7 CANADA iclc2013 at ualberta.ca www.foa.ualberta.ca/iclc2013 Facebook: www.facebook.com/pages/12th-International-Cognitive-Linguistics-Conference-ICLC-12/364659916945426 Twitter: www.twitter.com/iclc12 tel: +780.492.3434 fax: +780.492.0806 -- Dr. Sally Rice Professor and Interim Chair, Department of Linguistics 4-60 Assiniboia Hall University of Alberta Edmonton, Alberta T6G 2E7 CANADA tel: +780.492.5500 fax: +780.492.0806 sally.rice at ualberta.ca www.ualberta.ca/~srice From thuumo at utu.fi Wed Oct 10 04:53:15 2012 From: thuumo at utu.fi (Tuomas Huumo) Date: Wed, 10 Oct 2012 04:53:15 +0000 Subject: CFP: Grammar and Context, June 2013, Tartu, Estonia Message-ID: GRAMMAR AND CONTEXT: NEW APPROACHES TO THE URALIC LANGUAGES IV Tartu, 6 ? 8 June, 2013 First Call for Papers The fourth conference on Grammar and Context: New Approaches to the Uralic Languages will be held in Tartu, on 6 ? 8 June, 2013. The conference follows up the previous symposia with the same name held in Budapest in 2004, Helsinki in 2007, and Budapest in 2011. The conference aims to bring together linguists working on Estonian, Finnish, Hungarian and other Uralic languages who are interested in the relations between grammatical and pragmatic aspects of language, between extralinguistic situations and language as a set of systems, and how these relations operate in actual language use. We invite papers from either synchronic or diachronic perspectives. We are especially interested in papers investigating morphosyntactic variation and its relations with extralinguistic context, pragmatic factors, language contact and so on. Papers are also encouraged which are based on text linguistics, discourse analysis, conversation analysis, contrastive grammar, language contact, second language learning and other approaches. Keynote speakers Plenary talks will be given by: Casper de Groot (University of Amsterdam) Leelo Keevallik (University of Link?ping) Gerson Klumpp (University of Tartu) Maria Vilkuna (Helsinki, KOTUS) Plenary papers by the invited speakers will be in English (45 min + 15 min for discussion). Papers and the official languages of the conference In addition to the plenary papers, the conference will consist of section papers given by the participants (20 min + 10 min for discussion for main session and theme session papers). The main languages of the conference are Estonian, Finnish, Hungarian and English. Section papers can be given in any of these languages. The deadline for submission of abstracts (500 words maximum, excluding tables and references) for main section papers is 15 February, 2013. Abstracts should be written in English. They should provide information on the language the paper will be presented in (Estonian, Finnish, Hungarian or English), as well as including the title of the paper in the language to be used in the presentation. The abstracts should be anonymous, and should be sent via EasyAbstract: http://linguistlist.org/confcustom/GC_2013 Notification of acceptance: 15 March, 2013 Abstracts of accepted papers will be published on the website of the conference (grammar2013.ut.ee) on 1 April, 2013, at the latest. Theme Sessions In connection with the conference, there will be space for 2-4 theme sessions. We encourage proposals for theme sessions on topics which are related to the main topic of the conference. Theme session organisers should send a description of the theme session with a list of authors of the session papers to the organisers of the conference by e-mail (grammar2013 at ut.ee) by 15 January, 2013. The language(s) of the theme session should be specified (English, Estonian, Finnish or Hungarian). Authors should send their abstracts to the session organisers and the conference organisers by 15 February, 2013. Submissions of theme session abstracts should also follow the instructions given to the authors of regular papers. Descriptions of theme sessions and abstracts of session papers will be published on the conference website (grammar2013.ut.ee). Further information Registration for the conference will begin on 15 March, 2013, on the conference website. Further information about the registration fee, programme and accommodation will be posted on the conference website: grammar2013.ut.ee. You can also find the conference through the LinguistList conference calendar. Additional questions can be directed to the organisers by e-mail: grammar2013 at ut.ee Organising committee Liina Lindstr?m, Kristel Uiboaed, Tuomas Huumo, Hanna Jokela, Helle Metslang, Maarja-Liisa Pilvik, Helen Plado, Triin Todesk, Virve Vihman Scientific committee M?rta Csepregi (E?tv?s Lor?nd Tudom?nyegetem), Riho Gr?nthal (University of Helsinki), Marja-Liisa Helasvuo (University of Turku), Tuomas Huumo (University of Tartu, University of Turku), Petar Kehayov (University of Tartu), Gerson Klumpp (University of Tartu), Magdolna Kov?cs (University of Helsinki), Johanna Laakso (University of Wien), Liina Lindstr?m (University of Tartu), Helle Metslang (University of Tartu), Karl Pajusalu (University of Tartu), Renate Pajusalu (University of Tartu), Ilona Tragel (University of Tartu), Virve Vihman (University of Tartu) Important dates 15 January, 2013: Deadline for theme session proposals 20 January, 2013: Notification of acceptance of theme session proposals 15 February, 2013: Deadline for abstracts for general and theme session papers 15 March, 2013: Notification of acceptance of general and theme session papers 15 March ? 31 May, 2013: Registration open 6 ? 8 June, 2013: Conference From brian.nolan at gmail.com Wed Oct 10 07:21:36 2012 From: brian.nolan at gmail.com (Brian Nolan) Date: Wed, 10 Oct 2012 08:21:36 +0100 Subject: Call for abstracts: Argument realisation of GET, GIVE, PUT and TAKE verbs in functionally motivated approaches Message-ID: Call for abstracts for a workshop within the 2013 Scandinavian Conference of Linguistics on: Argument realisation of GET, GIVE, PUT and TAKE verbs in functionally motivated approaches Convenors: Gudrun Rawoens (University of Gent, BELGIUM): Brian Nolan (Institute of Technology Blanchardstown Dublin IRELAND): Elke Diedrichsen (Google Labs, European Headquarters. Dublin IRELAND): Ilona Tragel (University of Tartu, ESTONIA): Email addresses: Gudrun.Rawoens at UGent.be brian.nolan at gmail.com e.diedric at googlemail.com ilona.tragel at ut.ee Within the framework of the 25th Scandinavian Conference of Linguistics (25-SCL), organized under the auspices of the Nordic Association of Linguists (NAL), to take place at the University of Iceland, Reykjav?k, May 13?15, 2013, we intend to hold a workshop on functionally motivated work in understanding the cross linguistic behaviour of the verbs GET, GIVE, PUT and TAKE and their argument realisation in various syntactic constructions. The purpose of the workshop is to examine and discuss recent and current work in the use of functional, cognitive and constructional approaches to understanding the cross linguistic behaviour of the verbs GET, GIVE, PUT and TAKE. Contributions that offer a treatment of one or more of these verbs are very welcome! The workshop will address the following main topics and research issues with respect to understanding the cross linguistic behaviour of the verbs GET, GIVE, PUT and TAKE: ? Mapping at the semantic-syntactic interface across these verbs ? The argument structure of GET, GIVE, PUT and TAKE verbs ? The lexical semantics and event structure of GET, GIVE, PUT and TAKE verbs ? Argument realisation of GET, GIVE, PUT and TAKE verbs in morphosyntax ? The encoding of the significant thematic roles in these 3place syntactic constructions ? Symmetries and asymmetries in the encoding of arguments in constructions using GET, GIVE, PUT and TAKE verbs ? Grammaticalisation with GET, GIVE, PUT and TAKE ? GET, GIVE, PUT and TAKE in a constructional perspective ? Information structure in constructions with GET, GIVE, PUT and TAKE The organisers of this workshop are a European group of linguists and computational linguists and computer scientists who have collaborated at various Societas Linguistica Europaea workshops and in the publication of the special issue of Linguistics (2012: 50-6) on GET verbs in European languages. The selection of GET verbs as a research topic was motivated in several ways and explained by their high frequency, their formal and semantic complexity, their high variability in cross linguistic comparisons and their susceptibility to semantic extension and to grammaticalization. There is already a substantial body of research on GIVE verbs, the verbal converses of GET verbs (Newman 1996 and Newman 1998). The aim of the workshop is to draw a comprehensive, representative and detailed picture of the vast polysemy, multifunctionality and dynamics of GET, GIVE, PUT and TAKE verbs across languages. As these are highly dynamic verbs, their semantic and grammatical changes as well as their synchronic variation offer many research opportunities. However, we need to understand the behaviours and also syntactic construction patterns of these verbs in considerably more detail. abstracts can be submitted through Easy Abstracts (http://linguistlist.org/confcustom/25scl2013) no later than November 1st. References Diedrichsen, Elke. 2012. What you give is what you GET? On reanalysis, semantic extension, and functional motivation with the German bekommen-passive construction. In Lenz, Alexandra N. and Gudrun Rawoens. The Art of Getting: GET verbs in European languages from a synchronic and diachronic point of view. Special issue of Linguistics. 50-6. Kopecka, Anetta and Bhuvana Narasimhan. 2012. Events of Putting and Taking: A crosslinguistic perspective (Typological Studies in Language). Amsterdam & Philadelphia: John Benjamins. Lenz, Alexandra N. and Gudrun Rawoens. 2012. The Art of Getting: GET verbs in European languages from a synchronic and diachronic point of view. Special issue of Linguistics. 50-6. Mukherjee, Joybrato (2005): English Ditransitive Verbs. Aspects of Theory, Description and a Usage-based Model. Amsterdam/New York: Rodopi. Newman, John (1996): Give: A Cognitive Linguistic Study. Berlin, New York: Mouton de Gruyter (Cognitive Linguistics Research. 7). Newman, John (ed.) (1998): The Linguistics of Giving. Amsterdam, Philadelphia: Benjamins (Typological Studies in Language. 36). Nolan, Brian. 2012. The GET constructions of Modern Irish and Irish English: GET-passive and GET-recipient variations. In Lenz, Alexandra N. and Gudrun Rawoens. The Art of Getting: GET verbs in European languages from a synchronic and diachronic point of view. Special issue of Linguistics. 50-6. Tragel, Ilona and K?lli Habicht. 2012. Grammaticalization of the Estonian saama ?get?. In Lenz, Alexandra N. and Gudrun Rawoens. The Art of Getting: GET verbs in European languages from a synchronic and diachronic point of view. Special issue of Linguistics. 50-6. _______________________________ Dr. Brian Nolan Head of Department of Informatics School of Informatics and Engineering Institute of Technology Blanchardstown Blanchardstown Road North Blanchardstown Dublin 15 Ireland email: brian.nolan at itb.ie email: brian.nolan at gmail.com http://itb-dublin-ireland.academia.edu/BrianNolan _______________________________ Recently published: From bat2 at rice.edu Wed Oct 10 16:50:54 2012 From: bat2 at rice.edu (Bethany Townsend) Date: Wed, 10 Oct 2012 11:50:54 -0500 Subject: CFP: 5th Biennial Meeting of the Rice Linguistics Society Message-ID: The Rice Linguistics Society invites you to participate in the 5th Biennial Meeting of the Rice Linguistics Society, which will be held FEBRUARY 8-9, 2013 in Houston, Texas. The theme for this year's meeting is 'Language, Culture, and Cognition.' The keynote speaker for this event will be Daniel Everett (Bentley University). Dan Everett is best known for his recent book 'Language: The Cultural Tool,' in which he challenges long-standing presumptions about the nature of language. This year alone, he and his book have been featured in New York Times, The Chronicle of Higher Education, The Economist, NPR's 'Weekend Edition,' The Guardian, and The Telegraph. In addition, his documentary, 'The Grammar of Happiness,' aired on the Smithsonian Channel earlier this year and was competitively selected for FIPA 2012 (International Festival for Audiovisual Programs). The objective of RLS5 is to bring together scholars from around the globe to discuss the latest achievements in the areas of language, culture, and cognition. We welcome presentations across a wide variety of topics, but the general focus should be grammar, culture, cognition, and their intersections. We will be accepting abstracts from all linguistic subfields including, but not limited to, sociolinguistics, cognitive linguistics, linguistic anthropology, and language documentation and description. In addition to these linguistic subfields, submissions from the areas of psychology, sociology, anthropology, or any other member of the cognitive sciences will also be considered; interdisciplinary and functional/usage-based work spanning multiple disciplines is especially welcome. Talks will be scheduled for 20 minutes, with 10 minutes afterwards for discussion and questions. Sessions will be organized by topic area. Presenters also have the option of displaying their work during the poster session. All presenters will then have the opportunity to have their work published in the Rice Working Papers in Linguistics (RWPL; ISSN 1944-0081). Submissions: Two abstracts should be submitted; the first of which should be 500 words for review and the second should be 150 words for publication in the program. Both abstracts are due November 22, 2012 at 11:59 CST. Submitters will be notified of acceptance status by December 1. Submissions may be done online at http://linguistlist.org/confcustom/RLS5. For further information, contact Bethany Townsend at rls at rice.edu. Rice Linguistics Society (RLS) is a student-run organization closely affiliated with the Department of Linguistics at Rice University. For more information about RLS5 and the Rice Working Papers in Linguistics, we invite you to visit the RLS website at http://rls.rice.edu. From eep at hum.ku.dk Sat Oct 13 10:08:54 2012 From: eep at hum.ku.dk (Elisabeth Engberg - Pedersen) Date: Sat, 13 Oct 2012 12:08:54 +0200 Subject: Conference: The embodied foundation of human communicative skills Message-ID: [http://embodiedfoundation.ku.dk/images/forsidebillede_embodied.jpg/] [http://embodiedfoundation.ku.dk/topgrafik/navnetraek.jpg/] In the recent decades the insight that we socially engage in communication as whole human beings has overruled the Cartesian tradition of researching humans as compartmentalized entities. New activities in multidisciplinary research have been launched across the faculties. The purpose of the conference is to provide a proper forum for researchers to discuss and make explicit their respective theoretical assumptions, disciplinary foundations, and empirical approaches and results in relation to embodied human communication, i.e. emotion, language, art. http://embodiedfoundation.ku.dk/about/ Conference at The University of Copenhagen 21st to 23rd November 2012 Registration deadline: November 7 (http://embodiedfoundation.ku.dk/registration_/) Preliminary programme Wednesday 21st of November 10.00 Welcome and introduction Session chair: 10.15-11.15 Key note lecture COLWYN TREVARTHEN: To Act Together With Meaning: How Embodied Human Minds Motivate Cultural Learning? 11.15-11.45 Coffee/tea 11.45-12.45 Papers Istv?n Fekete: The interplay of non-verbal and verbal representations in the domain of environmental sounds: A psycholinguistic analysis of concrete and ?fictive? sound events B?lint Forg?cs: How Embodied are Metaphors? 12.45-13.45 Lunch Session chair: Elisabeth Engberg-Pedersen 13.45-14.45 Key note lecture STEPHEN J. COWLEY: Deriving skills from interactivity 14.45-15.45 Papers Sullivan: Beyond prototypical emotions and naturalism: Towards a thoroughly embodied, conversational and social-interactional theory of pride, joy and personal triumph Per Durst-Andersen: The embodiment functions of the lexical symbol and the grammeme in communication 15.45-16.15 Coffee/tea 16.15-17.15 Papers Milena Zic Fuchs: Communicative Acts as Reflections of Embodiment: The Notions of Convention and Mutual Knowledge Revisited Doina Rusti, Napoleon Helmis: The nonverbal Message in Cinematographic art, Case study: By pass (director Nap Toader) 17.15-18.00 Discussion Theme: To be announced 18.30 Dinner at Bryggens Spisehus Thursday 22nd of November Session Chair: Sabine Koch 10.00-11.00 Key note lecture: SUSAN GOLDIN-MEADOW: How our hands help us think 11.00-11.30 Coffee/tea 11.30-12.30 Papers Costanza Navarretta, Patrizia Paggio: Turn management in first encounters conversations Amir Kapetanovi?, Josip Vu?kovi?: Coded non-verbal communication in the middle ages 12.30-13.30 Lunch Session Chair: Corrado Sinigaglia 13.30-14.30 Key note lecture: ASLI OZYUREK: The role of gesture in language and communication: what does it tell us about embodiment ? 14.30-15.30 Papers Ying Liu, Theodore Lim, James Ritchie, Raymond Sung: Can Gesture and emotions reveal the cognitive process in an interactive system Krisztina Zajd?: The role of embodiment in the acquisition of speech segment duration: Do children imitate the adult model? 15.30-16.00 Coffee/tea 16.00-17.30 Panel discussion Moderator: Csaba Pl?h Panellists: To be announced 19.00 Conference dinner at Madklubben, Store Kongensgade Friday 23rd of November Session chair: Susanne Harder 10.00-11.00 Key note lecture: METTE V?VER: An empirical approach to the study of embodied meaning making in mother-infant communication: The developmental trajectory from physical proximity to an embodied model of emotional intimacy. 11.00-11.30 Coffee/tea 11.30-12.30 Papers Dana Shai: Embodied Mentalizing: The parent-infant Dance Ditte Boeg Thomsen: Intersubjective particles in ontogeny 12.30-13.15 Concluding discussion (maybe only concluding remarks) 13.15 Lunch From john at research.haifa.ac.il Sat Oct 13 10:42:42 2012 From: john at research.haifa.ac.il (john) Date: Sat, 13 Oct 2012 12:42:42 +0200 Subject: Etymologies of 'linguistics' and 'language' Message-ID: Dear Funknet Colleagues, We (linguists at the University of Haifa) are in the midst of a truly inane confrontation with the literature specialists in our department (there are 5 of us and 6/7 of them). We are attempting to establish a linguistics stream with a specific curriculum, organizational autonomy, etc. (parallel to the literature stream which already exists in the department) and they are rejecting this on the reasoning that we are a 'language' department, not a 'linguistics' department. They don't seem to recognize the absurdity of this argument, and because there are more of them than us, it seems that we need to argue with them on their level. So what is the etymology of these words? After a little research on the internet, it looks to me like they both came into English through French, ultimately from Latin 'lingua', but 'language' was the regular historical development whereas 'linguistic' was a later Latinization which was adopted by those developing the scientific study of language, because Latinate words sound more scientific. Is this right, and could any of you suggest references to this of the type that would impress literature specialists? Thanks, John From rjl at ehop.com Sat Oct 13 15:59:52 2012 From: rjl at ehop.com (=?UTF-8?Q?Ren=C3=A9-Joseph_Lavie?=) Date: Sat, 13 Oct 2012 17:59:52 +0200 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <75c7bb9e25f312620a295e87908b8afa@research.haifa.ac.il> Message-ID: A few sparse remarks, just in case they help. In French we have two words where English has 'language' only': 'langage' is language in general (LE langage) 'langue' is ONE particular language, e.g. Yaqui, Hungarian It is not sensible to base on etymology the setup of scholar departments. What sort of things do you want to teach / foster research about? Chaucer's theatre. How in time the 2nd pers. plural English 'you' came to be used to denote the allocutor (in the singular). The variety of the pronoun systems across languages today? The subordination devices that are to be observed in Papuan languages. The question of linguistic infinite productivity. Language acquisition Build up artifacts that behave like speakers with moderate computation demand. Build up artifacts that behave like speakers in a cognitively plausible way. Etc. The naming of the department(s) / section(s) takes places once this is settled. Who provides you with money? What do they say they want? What are their real needs? What are their organisational constraints? What are their operational constraints? What do your students want? -- Ren?-Joseph Lavie MoDyCo (Universit? Paris Ouest Nanterre la D?fense et CNRS) rjl at ehop.com http://rjl.ehop.com 33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 Le 2012-10-13 12:42, john a ?crit?: > Dear Funknet Colleagues, > > We (linguists at the University of > Haifa) are in the midst of a truly inane confrontation with the > literature specialists in our department (there are 5 of us and 6/7 > of > them). We are attempting to establish a linguistics stream with a > specific curriculum, organizational autonomy, etc. (parallel to the > literature stream which already exists in the department) and they > are > rejecting this on the reasoning that we are a 'language' department, > not > a 'linguistics' department. They don't seem to recognize the > absurdity > of this argument, and because there are more of them than us, it > seems > that we need to argue with them on their level. So what is the > etymology > of these words? After a little research on the internet, it looks to > me > like they both came into English through French, ultimately from > Latin > 'lingua', but 'language' was the regular historical development > whereas > 'linguistic' was a later Latinization which was adopted by those > developing the scientific study of language, because Latinate words > sound more scientific. Is this right, and could any of you suggest > references to this of the type that would impress literature > specialists? > > Thanks, > > John From john at research.haifa.ac.il Sat Oct 13 16:05:37 2012 From: john at research.haifa.ac.il (john) Date: Sat, 13 Oct 2012 18:05:37 +0200 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <9cb9b68f6f022eda2a5346af78a8f191@ehop.com> Message-ID: It isn't sensible, but it might be an argument that the literature people will listen to. They are obsessed with the idea that this is a 'language' department and that this makes it inherently and eternally different from a 'linguistics' department, even though they don't know what linguistics is. We (the linguists) want a linguistics program, and the present situation is so completely unacceptable that we're setting aside more specific questions. Many of the students (particularly the Arabs, who are the majority of the students) really want linguistics, but the literature people don't understand and don't care. The university administration is saying that this is a department-internal matter, so they won't get involved, and we always get outvoted when we try to push any kind of agenda inside the department. John On 13.10.2012 17:59, Ren?-Joseph Lavie wrote: > A few sparse remarks, just in case they help. > > In French we have two words where English has 'language' only': > 'langage' is language in general (LE langage) > 'langue' is ONE particular language, e.g. Yaqui, Hungarian > > It is not sensible to base on etymology the setup of scholar > departments. > > What sort of things do you want to teach / foster research about? > Chaucer's theatre. > How in time the 2nd pers. plural English 'you' came to be used to > denote the allocutor (in the singular). > The variety of the pronoun systems across languages today? > The subordination devices that are to be observed in Papuan languages. > The question of linguistic infinite productivity. > Language acquisition > Build up artifacts that behave like speakers with moderate computation > demand. > Build up artifacts that behave like speakers in a cognitively plausible > way. Etc. > The naming of the department(s) / section(s) takes places once this is > settled. > > Who provides you with money? What do they say they want? What are their > real needs? What are their organisational constraints? What are their > operational constraints? What do your students want? > > -- > Ren?-Joseph Lavie > MoDyCo (Universit? Paris Ouest Nanterre la D?fense et CNRS) > rjl at ehop.com > http://rjl.ehop.com33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 > > Le 2012-10-13 12:42, john a ?crit : > >> Dear Funknet Colleagues, We (linguists at the University of Haifa) are in the midst of a truly inane confrontation with the literature specialists in our department (there are 5 of us and 6/7 of them). We are attempting to establish a linguistics stream with a specific curriculum, organizational autonomy, etc. (parallel to the literature stream which already exists in the department) and they are rejecting this on the reasoning that we are a 'language' department, not a 'linguistics' department. They don't seem to recognize the absurdity of this argument, and because there are more of them than us, it seems that we need to argue with them on their level. So what is the etymology of these words? After a little research on the internet, it looks to me like they both came into English through French, ultimately from Latin 'lingua', but 'language' was the regular historical development whereas 'linguistic' was a later Latinization which was adopted by those developing the scientific study of language, because Latinate words sound more scientific. Is this right, and could any of you suggest references to this of the type that would impress literature specialists? Thanks, John From mwmbombay at gmail.com Sat Oct 13 16:44:27 2012 From: mwmbombay at gmail.com (Mike Morgan) Date: Sat, 13 Oct 2012 22:29:27 +0545 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <9b0bd2c0cfb70db4e6fb40b4cc39b21f@research.haifa.ac.il> Message-ID: another approach (which has worked for many universities in the states when people were trying to get American Sign Language accepted as a foreign language... when of course it isn't "foreign" in the US)... precedence... check out a number of (prestigious) "Languages" departments and fing out those which in fact have a setup similar to the one you want, i.e. with a Linguistics "track" Can't use MY alma mater DEPT as an example as the department I got my MA and PhD was Slavic Languages AND Literatures (i.e. specifically stated that literature is separate form language!... Slavic Depts at Harvard, Yale, UCLA, etc are similarly named)... and the Germanic Dept is "Germanic STUDIES". (And East Asian is East Asian Languages and CULTURES"... and BTW English is JUST "Department of English"... no language OR literature... nor linguistics... but they in fact have both linguistics and literature)) A quick search (your colleagues can do a more detailed one to document the "evidence") turns up the following example of what you want/need as "evidence: a "Department of English Language" which has a CLEAR Linguistics focus in addition to literature: * University of Glasgow http://www.gla.ac.uk/subjects/englishlanguage/ (a sampling of thesis produce can be accessed at http://theses.gla.ac.uk/view/faculties/englang.html On Sat, Oct 13, 2012 at 9:50 PM, john wrote: > > > It isn't sensible, but it might be an argument that the literature > people will listen to. They are obsessed with the idea that this is a > 'language' department and that this makes it inherently and eternally > different from a 'linguistics' department, even though they don't know > what linguistics is. We (the linguists) want a linguistics program, and > the present situation is so completely unacceptable that we're setting > aside more specific questions. Many of the students (particularly the > Arabs, who are the majority of the students) really want linguistics, > but the literature people don't understand and don't care. The > university administration is saying that this is a department-internal > matter, so they won't get involved, and we always get outvoted when we > try to push any kind of agenda inside the department. > > John > > On > 13.10.2012 17:59, Ren?-Joseph Lavie wrote: > >> A few sparse remarks, > just in case they help. >> >> In French we have two words where English > has 'language' only': >> 'langage' is language in general (LE langage) >> > 'langue' is ONE particular language, e.g. Yaqui, Hungarian >> >> It is > not sensible to base on etymology the setup of scholar >> departments. >> > >> What sort of things do you want to teach / foster research about? >> > Chaucer's theatre. >> How in time the 2nd pers. plural English 'you' came > to be used to >> denote the allocutor (in the singular). >> The variety > of the pronoun systems across languages today? >> The subordination > devices that are to be observed in Papuan languages. >> The question of > linguistic infinite productivity. >> Language acquisition >> Build up > artifacts that behave like speakers with moderate computation >> > demand. >> Build up artifacts that behave like speakers in a cognitively > plausible >> way. Etc. >> The naming of the department(s) / section(s) > takes places once this is >> settled. >> >> Who provides you with money? > What do they say they want? What are their >> real needs? What are their > organisational constraints? What are their >> operational constraints? > What do your students want? >> >> -- >> Ren?-Joseph Lavie >> MoDyCo > (Universit? Paris Ouest Nanterre la D?fense et CNRS) >> rjl at ehop.com >> > http://rjl.ehop.com33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 >> >> Le > 2012-10-13 12:42, john a ?crit : >> >>> Dear Funknet Colleagues, We > (linguists at the University of Haifa) are in the midst of a truly inane > confrontation with the literature specialists in our department (there > are 5 of us and 6/7 of them). We are attempting to establish a > linguistics stream with a specific curriculum, organizational autonomy, > etc. (parallel to the literature stream which already exists in the > department) and they are rejecting this on the reasoning that we are a > 'language' department, not a 'linguistics' department. They don't seem > to recognize the absurdity of this argument, and because there are more > of them than us, it seems that we need to argue with them on their > level. So what is the etymology of these words? After a little research > on the internet, it looks to me like they both came into English through > French, ultimately from Latin 'lingua', but 'language' was the regular > historical development whereas 'linguistic' was a later Latinization > which was adopted by those developing the scientific study of language, > because Latinate words sound more scientific. Is this right, and could > any of you suggest references to this of the type that would impress > literature specialists? Thanks, John > > -- mwm || *U*C> || mike || ???? || ???? || ??? (aka Dr Michael W Morgan) sign language linguist / linguistic typologist academic adviser, Nepal Sign Language Training and Research NDFN, Kathmandu, Nepal From rchen at csusb.edu Sat Oct 13 17:00:18 2012 From: rchen at csusb.edu (Rong Chen) Date: Sat, 13 Oct 2012 17:00:18 +0000 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: Message-ID: There may be another approach: to argue that literature is only one type/part of language--and a very small part at that (There may be more people who do not read literature than those who do even in the present world of ours.) One might even say that literature is NOT language, but an artistic creation using language as a medium. Rong Chen -----Original Message----- From: funknet-bounces at mailman.rice.edu [mailto:funknet-bounces at mailman.rice.edu] On Behalf Of Mike Morgan Sent: Saturday, October 13, 2012 9:44 AM To: john; funknet at mailman.rice.edu Subject: Re: [FUNKNET] Etymologies of 'linguistics' and 'language' another approach (which has worked for many universities in the states when people were trying to get American Sign Language accepted as a foreign language... when of course it isn't "foreign" in the US)... precedence... check out a number of (prestigious) "Languages" departments and fing out those which in fact have a setup similar to the one you want, i.e. with a Linguistics "track" Can't use MY alma mater DEPT as an example as the department I got my MA and PhD was Slavic Languages AND Literatures (i.e. specifically stated that literature is separate form language!... Slavic Depts at Harvard, Yale, UCLA, etc are similarly named)... and the Germanic Dept is "Germanic STUDIES". (And East Asian is East Asian Languages and CULTURES"... and BTW English is JUST "Department of English"... no language OR literature... nor linguistics... but they in fact have both linguistics and literature)) A quick search (your colleagues can do a more detailed one to document the "evidence") turns up the following example of what you want/need as "evidence: a "Department of English Language" which has a CLEAR Linguistics focus in addition to literature: * University of Glasgow http://www.gla.ac.uk/subjects/englishlanguage/ (a sampling of thesis produce can be accessed at http://theses.gla.ac.uk/view/faculties/englang.html On Sat, Oct 13, 2012 at 9:50 PM, john wrote: > > > It isn't sensible, but it might be an argument that the literature > people will listen to. They are obsessed with the idea that this is a > 'language' department and that this makes it inherently and eternally > different from a 'linguistics' department, even though they don't know > what linguistics is. We (the linguists) want a linguistics program, > and the present situation is so completely unacceptable that we're > setting aside more specific questions. Many of the students > (particularly the Arabs, who are the majority of the students) really > want linguistics, but the literature people don't understand and don't > care. The university administration is saying that this is a > department-internal matter, so they won't get involved, and we always > get outvoted when we try to push any kind of agenda inside the department. > > John > > On > 13.10.2012 17:59, Ren?-Joseph Lavie wrote: > >> A few sparse remarks, > just in case they help. >> >> In French we have two words where English > has 'language' only': >> 'langage' is language in general (LE langage) >> > 'langue' is ONE particular language, e.g. Yaqui, Hungarian >> >> It is > not sensible to base on etymology the setup of scholar >> departments. >> > >> What sort of things do you want to teach / foster research about? >> > Chaucer's theatre. >> How in time the 2nd pers. plural English 'you' came > to be used to >> denote the allocutor (in the singular). >> The variety > of the pronoun systems across languages today? >> The subordination > devices that are to be observed in Papuan languages. >> The question of > linguistic infinite productivity. >> Language acquisition >> Build up > artifacts that behave like speakers with moderate computation >> > demand. >> Build up artifacts that behave like speakers in a cognitively > plausible >> way. Etc. >> The naming of the department(s) / section(s) > takes places once this is >> settled. >> >> Who provides you with money? > What do they say they want? What are their >> real needs? What are their > organisational constraints? What are their >> operational constraints? > What do your students want? >> >> -- >> Ren?-Joseph Lavie >> MoDyCo > (Universit? Paris Ouest Nanterre la D?fense et CNRS) >> rjl at ehop.com >> > http://rjl.ehop.com33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 >> >> Le > 2012-10-13 12:42, john a ?crit : >> >>> Dear Funknet Colleagues, We > (linguists at the University of Haifa) are in the midst of a truly > inane confrontation with the literature specialists in our department > (there are 5 of us and 6/7 of them). We are attempting to establish a > linguistics stream with a specific curriculum, organizational > autonomy, etc. (parallel to the literature stream which already exists > in the > department) and they are rejecting this on the reasoning that we are a > 'language' department, not a 'linguistics' department. They don't seem > to recognize the absurdity of this argument, and because there are > more of them than us, it seems that we need to argue with them on > their level. So what is the etymology of these words? After a little > research on the internet, it looks to me like they both came into > English through French, ultimately from Latin 'lingua', but 'language' > was the regular historical development whereas 'linguistic' was a > later Latinization which was adopted by those developing the > scientific study of language, because Latinate words sound more > scientific. Is this right, and could any of you suggest references to > this of the type that would impress literature specialists? Thanks, > John > > -- mwm || *U*C> || mike || ???? || ???? || ??? (aka Dr Michael W Morgan) sign language linguist / linguistic typologist academic adviser, Nepal Sign Language Training and Research NDFN, Kathmandu, Nepal From mwmbombay at gmail.com Sat Oct 13 17:14:43 2012 From: mwmbombay at gmail.com (Mike Morgan) Date: Sat, 13 Oct 2012 22:59:43 +0545 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: Message-ID: sorry, that should read "CLEAR Lingusitic focus NOT Literaure)... they have a separet Dept of English Literature > ... the following example of what you want/need > as "evidence: a "Department of English Language" which has a CLEAR > Linguistics focus in addition to literature: > > * University of Glasgow http://www.gla.ac.uk/subjects/englishlanguage/ > (a sampling of thesis produce can be accessed at > http://theses.gla.ac.uk/view/faculties/englang.html mwm || *U*C> || mike || ???? || ???? || ??? (aka Dr Michael W Morgan) sign language linguist / linguistic typologist academic adviser, Nepal Sign Language Training and Research NDFN, Kathmandu, Nepal From mewinters at wayne.edu Sat Oct 13 17:32:48 2012 From: mewinters at wayne.edu (Margaret E. Winters) Date: Sat, 13 Oct 2012 13:32:48 -0400 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <9b0bd2c0cfb70db4e6fb40b4cc39b21f@research.haifa.ac.il> Message-ID: The Linguistic Society of America has a committee which tries to help Linguistics departments/programs which are being threatened with closure - this isn't quite the same situation, but it might be worth being in touch with the LSA and the committee (I have to confess I am not sure if I am still a member of the committee as I have been on and off over many years) for suggestions on arguments. best wishes, Margaret ------------------------------------------ Margaret E. Winters Associate Provost for Academic Personnel Office of the Provost Wayne State University Detroit, MI 48202 Phone: (313) 577-2257 Fax: (313) 577-5666 e-mail: mewinters at wayne.edu ----- Original Message ----- From: "john" To: funknet at mailman.rice.edu Sent: Saturday, October 13, 2012 12:05:37 PM Subject: Re: [FUNKNET] Etymologies of 'linguistics' and 'language' It isn't sensible, but it might be an argument that the literature people will listen to. They are obsessed with the idea that this is a 'language' department and that this makes it inherently and eternally different from a 'linguistics' department, even though they don't know what linguistics is. We (the linguists) want a linguistics program, and the present situation is so completely unacceptable that we're setting aside more specific questions. Many of the students (particularly the Arabs, who are the majority of the students) really want linguistics, but the literature people don't understand and don't care. The university administration is saying that this is a department-internal matter, so they won't get involved, and we always get outvoted when we try to push any kind of agenda inside the department. John On 13.10.2012 17:59, Ren?-Joseph Lavie wrote: > A few sparse remarks, just in case they help. > > In French we have two words where English has 'language' only': > 'langage' is language in general (LE langage) > 'langue' is ONE particular language, e.g. Yaqui, Hungarian > > It is not sensible to base on etymology the setup of scholar > departments. > > What sort of things do you want to teach / foster research about? > Chaucer's theatre. > How in time the 2nd pers. plural English 'you' came to be used to > denote the allocutor (in the singular). > The variety of the pronoun systems across languages today? > The subordination devices that are to be observed in Papuan languages. > The question of linguistic infinite productivity. > Language acquisition > Build up artifacts that behave like speakers with moderate computation > demand. > Build up artifacts that behave like speakers in a cognitively plausible > way. Etc. > The naming of the department(s) / section(s) takes places once this is > settled. > > Who provides you with money? What do they say they want? What are their > real needs? What are their organisational constraints? What are their > operational constraints? What do your students want? > > -- > Ren?-Joseph Lavie > MoDyCo (Universit? Paris Ouest Nanterre la D?fense et CNRS) > rjl at ehop.com > http://rjl.ehop.com33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 > > Le 2012-10-13 12:42, john a ?crit : > >> Dear Funknet Colleagues, We (linguists at the University of Haifa) are in the midst of a truly inane confrontation with the literature specialists in our department (there are 5 of us and 6/7 of them). We are attempting to establish a linguistics stream with a specific curriculum, organizational autonomy, etc. (parallel to the literature stream which already exists in the department) and they are rejecting this on the reasoning that we are a 'language' department, not a 'linguistics' department. They don't seem to recognize the absurdity of this argument, and because there are more of them than us, it seems that we need to argue with them on their level. So what is the etymology of these words? After a little research on the internet, it looks to me like they both came into English through French, ultimately from Latin 'lingua', but 'language' was the regular historical development whereas 'linguistic' was a later Latinization which was adopted by those developing the scientific study of language, because Latinate words sound more scientific. Is this right, and could any of you suggest references to this of the type that would impress literature specialists? Thanks, John From keithjohnson at berkeley.edu Sat Oct 13 20:21:53 2012 From: keithjohnson at berkeley.edu (Keith Johnson) Date: Sat, 13 Oct 2012 13:21:53 -0700 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <75c7bb9e25f312620a295e87908b8afa@research.haifa.ac.il> Message-ID: Does it matter very much if the new stream is called "linguistics"? If the name is the real issue then you might just call it "language studies" and suddenly overcome all objections. Something tells me though that this is not an argument about the name of a new course of study, but instead about the course itself. It sounds like you all need to have a conversation about whether Haifa should be in the business of training linguists or not. And that might be a conversation that should have wider involvement across the university, not limited to just your department. On Oct 13, 2012, at 3:42 AM, john wrote: > > > Dear Funknet Colleagues, > > We (linguists at the University of > Haifa) are in the midst of a truly inane confrontation with the > literature specialists in our department (there are 5 of us and 6/7 of > them). We are attempting to establish a linguistics stream with a > specific curriculum, organizational autonomy, etc. (parallel to the > literature stream which already exists in the department) and they are > rejecting this on the reasoning that we are a 'language' department, not > a 'linguistics' department. They don't seem to recognize the absurdity > of this argument, and because there are more of them than us, it seems > that we need to argue with them on their level. So what is the etymology > of these words? After a little research on the internet, it looks to me > like they both came into English through French, ultimately from Latin > 'lingua', but 'language' was the regular historical development whereas > 'linguistic' was a later Latinization which was adopted by those > developing the scientific study of language, because Latinate words > sound more scientific. Is this right, and could any of you suggest > references to this of the type that would impress literature > specialists? > > Thanks, > > John > From emriddle at bsu.edu Mon Oct 15 03:43:23 2012 From: emriddle at bsu.edu (Riddle, Elizabeth) Date: Mon, 15 Oct 2012 03:43:23 +0000 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <3480A628-5FFE-4402-B359-3724541FEB56@berkeley.edu> Message-ID: Hello, I am a linguist in an English Dept. We do have a Linguistics degree, among others, but we call our area in the department "Language and Linguistics." Maybe that could be an option at first, to get the program going and get people used to the idea. In fact, when we added a Ph.D. concentration, we called it " Applied English Linguistics" at first, which sat well with people in English, and a number of years later, changed it to "Applied Linguistics," which we felt was more appropriate. That was fine with everyone at that point. Best, Liz Elizabeth M. Riddle Professor and Chair Department of English Ball State University Muncie, IN 47306 USA emriddle at bsu.edu Tel: 765-285-8584 ________________________________________ From: funknet-bounces at mailman.rice.edu [funknet-bounces at mailman.rice.edu] on behalf of Keith Johnson [keithjohnson at berkeley.edu] Sent: Saturday, October 13, 2012 4:21 PM To: john Cc: Subject: Re: [FUNKNET] Etymologies of 'linguistics' and 'language' Does it matter very much if the new stream is called "linguistics"? If the name is the real issue then you might just call it "language studies" and suddenly overcome all objections. Something tells me though that this is not an argument about the name of a new course of study, but instead about the course itself. It sounds like you all need to have a conversation about whether Haifa should be in the business of training linguists or not. And that might be a conversation that should have wider involvement across the university, not limited to just your department. On Oct 13, 2012, at 3:42 AM, john wrote: > > > Dear Funknet Colleagues, > > We (linguists at the University of > Haifa) are in the midst of a truly inane confrontation with the > literature specialists in our department (there are 5 of us and 6/7 of > them). We are attempting to establish a linguistics stream with a > specific curriculum, organizational autonomy, etc. (parallel to the > literature stream which already exists in the department) and they are > rejecting this on the reasoning that we are a 'language' department, not > a 'linguistics' department. They don't seem to recognize the absurdity > of this argument, and because there are more of them than us, it seems > that we need to argue with them on their level. So what is the etymology > of these words? After a little research on the internet, it looks to me > like they both came into English through French, ultimately from Latin > 'lingua', but 'language' was the regular historical development whereas > 'linguistic' was a later Latinization which was adopted by those > developing the scientific study of language, because Latinate words > sound more scientific. Is this right, and could any of you suggest > references to this of the type that would impress literature > specialists? > > Thanks, > > John > From A.Foolen at let.ru.nl Mon Oct 15 09:09:27 2012 From: A.Foolen at let.ru.nl (Ad Foolen) Date: Mon, 15 Oct 2012 11:09:27 +0200 Subject: Etymologies of 'linguistics' and 'language' In-Reply-To: <4033F8EF7E1BD54AA3231850422D85DD0FB5253C@ExchSTORE4.csusb.edu> Message-ID: Following up on Rong's point that literature is an artistic creation using language as a medium, a reference to the last chapter of Edward Sapir's Language (1921) might be appropriate and helpful in the debate with the literature colleagues. Chapter 21 is on 'Language and literature', and the second paragraph starts as follows: "Language is the medium of literature as marble or bronze or clay are the materials of the sculptor. Since every language has its distinctive peculiarities, the innate formal limitations - and possibilities - of one literature are never quite the same as those of another. The literature fashioned out of the form and substance of a language has the color and texture of its matrix." Ad Foolen -----Oorspronkelijk bericht----- From: Rong Chen Sent: Saturday, October 13, 2012 7:00 PM To: john ; funknet at mailman.rice.edu Subject: Re: [FUNKNET] Etymologies of 'linguistics' and 'language' There may be another approach: to argue that literature is only one type/part of language--and a very small part at that (There may be more people who do not read literature than those who do even in the present world of ours.) One might even say that literature is NOT language, but an artistic creation using language as a medium. Rong Chen -----Original Message----- From: funknet-bounces at mailman.rice.edu [mailto:funknet-bounces at mailman.rice.edu] On Behalf Of Mike Morgan Sent: Saturday, October 13, 2012 9:44 AM To: john; funknet at mailman.rice.edu Subject: Re: [FUNKNET] Etymologies of 'linguistics' and 'language' another approach (which has worked for many universities in the states when people were trying to get American Sign Language accepted as a foreign language... when of course it isn't "foreign" in the US)... precedence... check out a number of (prestigious) "Languages" departments and fing out those which in fact have a setup similar to the one you want, i.e. with a Linguistics "track" Can't use MY alma mater DEPT as an example as the department I got my MA and PhD was Slavic Languages AND Literatures (i.e. specifically stated that literature is separate form language!... Slavic Depts at Harvard, Yale, UCLA, etc are similarly named)... and the Germanic Dept is "Germanic STUDIES". (And East Asian is East Asian Languages and CULTURES"... and BTW English is JUST "Department of English"... no language OR literature... nor linguistics... but they in fact have both linguistics and literature)) A quick search (your colleagues can do a more detailed one to document the "evidence") turns up the following example of what you want/need as "evidence: a "Department of English Language" which has a CLEAR Linguistics focus in addition to literature: * University of Glasgow http://www.gla.ac.uk/subjects/englishlanguage/ (a sampling of thesis produce can be accessed at http://theses.gla.ac.uk/view/faculties/englang.html On Sat, Oct 13, 2012 at 9:50 PM, john wrote: > > > It isn't sensible, but it might be an argument that the literature > people will listen to. They are obsessed with the idea that this is a > 'language' department and that this makes it inherently and eternally > different from a 'linguistics' department, even though they don't know > what linguistics is. We (the linguists) want a linguistics program, > and the present situation is so completely unacceptable that we're > setting aside more specific questions. Many of the students > (particularly the Arabs, who are the majority of the students) really > want linguistics, but the literature people don't understand and don't > care. The university administration is saying that this is a > department-internal matter, so they won't get involved, and we always > get outvoted when we try to push any kind of agenda inside the department. > > John > > On > 13.10.2012 17:59, Ren?-Joseph Lavie wrote: > >> A few sparse remarks, > just in case they help. >> >> In French we have two words where English > has 'language' only': >> 'langage' is language in general (LE langage) >> > 'langue' is ONE particular language, e.g. Yaqui, Hungarian >> >> It is > not sensible to base on etymology the setup of scholar >> departments. >> > >> What sort of things do you want to teach / foster research about? >> > Chaucer's theatre. >> How in time the 2nd pers. plural English 'you' came > to be used to >> denote the allocutor (in the singular). >> The variety > of the pronoun systems across languages today? >> The subordination > devices that are to be observed in Papuan languages. >> The question of > linguistic infinite productivity. >> Language acquisition >> Build up > artifacts that behave like speakers with moderate computation >> > demand. >> Build up artifacts that behave like speakers in a cognitively > plausible >> way. Etc. >> The naming of the department(s) / section(s) > takes places once this is >> settled. >> >> Who provides you with money? > What do they say they want? What are their >> real needs? What are their > organisational constraints? What are their >> operational constraints? > What do your students want? >> >> -- >> Ren?-Joseph Lavie >> MoDyCo > (Universit? Paris Ouest Nanterre la D?fense et CNRS) >> rjl at ehop.com >> > http://rjl.ehop.com33 (0)9 8065 6722 ---- 33 (0)6 0818 6973 >> >> Le > 2012-10-13 12:42, john a ?crit : >> >>> Dear Funknet Colleagues, We > (linguists at the University of Haifa) are in the midst of a truly > inane confrontation with the literature specialists in our department > (there are 5 of us and 6/7 of them). We are attempting to establish a > linguistics stream with a specific curriculum, organizational > autonomy, etc. (parallel to the literature stream which already exists > in the > department) and they are rejecting this on the reasoning that we are a > 'language' department, not a 'linguistics' department. They don't seem > to recognize the absurdity of this argument, and because there are > more of them than us, it seems that we need to argue with them on > their level. So what is the etymology of these words? After a little > research on the internet, it looks to me like they both came into > English through French, ultimately from Latin 'lingua', but 'language' > was the regular historical development whereas 'linguistic' was a > later Latinization which was adopted by those developing the > scientific study of language, because Latinate words sound more > scientific. Is this right, and could any of you suggest references to > this of the type that would impress literature specialists? Thanks, > John > > -- mwm || *U*C> || mike || ???? || ???? || ??? (aka Dr Michael W Morgan) sign language linguist / linguistic typologist academic adviser, Nepal Sign Language Training and Research NDFN, Kathmandu, Nepal From shaharzilla at gmail.com Tue Oct 16 00:42:23 2012 From: shaharzilla at gmail.com (Shahar Shirtz) Date: Mon, 15 Oct 2012 17:42:23 -0700 Subject: Aspect and discourse in African languages Message-ID: --- apologies for cross posting --- Dear all, We would like to propose a workshop on ?Aspect and Discourse in African Languages? for the 46th SLE (Societas Linguistica Europaea) Meeting, to be held September 18-21, 2013, in Split, Croatia. Workshops at the SLE are usually composed of from 8 to 13 papers, selected by the workshop organizers, and by the SLE organizing committee. The deadline for the workshop proposal plus short (300-word) abstracts is November 15, 2012. We invite you to submit an abstract for this workshop by *November 7, 2012*, sent as both PDF and either Word or Open Office documents, to * shahars at uoregon.edu* . Please state ?SLE 2013? in the subject line. Please forward this to anyone you think may be interested. Thank you for your collaboration! Proposed SLE 2013 Workshop on? *Aspect and Discourse in African Languages* Workshop Organizers: Shahar Shirtz (shahars at uoregon.edu), Doris Payne ( dlpayne at uoregon.edu), and Lutz Marten (lm5 at soas.ac.uk) The correlation between discourse / narrative function and aspect has been noted in many studies (e.g., Fleischmann 1990 for Romance, Sawicki 2008 for Polish). Roughly, a correlation is found between perfective forms and main story line (or foreground) clauses and imperfective forms and non-main story line or background clauses (Labov & Waletzky 1967, Bybee, Perkins & Pagliuca 1994, *inter alia*). In many African languages one finds constructions (either clausal constructions or specialized verb forms) which are used primarily (but almost never solely) to convey events on the main narrative / plot line. Such constructions are found in West African languages (Robert 1991, 2012, Carlson 1992), Nilotic (Tucker & Mpaayei 1955, Dimmendaal 1983, K?nig 1993) Afro-Asiatic (e.g., Jaggar 2006) and Bantu (Doke 1954, Hopper 1979, Nurse 2008) among other phyla and groups of African languages. Such constructions differ in the degree to which they are ?dedicated? to narrative usage and the other usages they are found in, the morphosyntax of the constructions, their pragmatic implications, their diachronic sources and many other parameters. They may also vary in the degree in which the ?narrative? form is an aspect or even TAM form. Thus, the typological and genealogical variety of African languages, together with the frequency of so called ?narrative? forms, raise ample questions and problems of analysis and description. In turn, these forms provide opportunities for many lines of research including the diachrony of these forms or their grammaticalization pathways (e.g., Bybee, Perkins & Pagliuca 1994), the functional range of these forms in different discourse types (e.g., Robert 2012) their morpho-syntactic and functional typology, and the potential genesis of aspect categories under discourse pressures, among many others. This workshop is aimed at bringing together scholars interested in the different linguistic phyla and areas of Africa in order to address questions of aspect and discourse and narrative usage. The topics and questions we wish to address include, but are by no means limited to, the following: 1. Many African languages have been claimed to have specialized ?narrative? constructions. However these constructions may also be used in non-narrative texts or in non-plot / non-main event line contexts. What is the functional range or distribution of these so called ?narrative? forms? 2. What is the relation between aspect and ?narrative? forms? Are ?narrative? forms always perfective? If no, are there other signals of perfectivity in the clausal construction for? 3. Do forms used to advance the main even line carry special implicatures? Do they carry an implicature of a finished event? An implicature that the preceding event has finished? Is there an implication / implicature of telicity in ?narrative? forms 4. What are the attested diachronic sources and pathways of the so called ?narrative forms?? 5. What types of changes in Tense Aspect Mood (TAM) marking are found when shifting between main plot line to other discourse modes (e.g., description, explanation)? Or when shifting from one episode to another (i.e., from one narrative sequence to another)? 6. How clear is the relation between imperfectivity and background / non main event line clauses? What types of imperfectivity are found in such clauses? Do certain functions attract certain types of imperfectivity? 7. Perfectivity is seldom divided into subtypes (Comrie 1976). Can one, given the central role of perfectivity in discourse (Fleischmann 1990), identify distinct semantic (sub-)types of the perfective in African languages? 8. Some African languages have subtypes of perfects, or of ?anteriors? (cf. Drolc 1992, 2000). Via what different diachronic paths might these have arisen? What roles do they play in discourse; e.g., is there a relation between perfect and background / non main event line clauses? Do certain discourse functions attract certain types of perfect (cf. Comrie 1976:56-65)? 9. Besides perfects or anteriors (Nurse 2008), are there other aspects or aspect-like categories or constructions which refer to two time points, e.g. situative (?while?), persistive (?still?), alterative (?now but not before?)? How are these used in narrative discourse? 10. Contrastive focus and information focus constructions are thought of as incompatible with main event line function(s) (but see Jagger 2006). Is there a relation between contrastive / information focus constructions and particular aspects? REFERENCES Bybee, J., R. Perkins, & W. Pagliuca. 1994. *The evolution of grammar*: *tense, aspect and modality in the languages of the world*. Chicago and London: University of Chicago Press. Carlson, Robert. 1992. Narrative, subjunctive and finiteness. *Journal ofAfrican Languages and Linguistics.* 13: 59-85 Comrie, B. 1976. *Aspect*. Cambridge? Cambridge University Press. Doke, C.M. 1954. *The Southern Bantu languages*. Oxford: Oxford University Press. Drolc, U. 1992. On the perfect in Swahili. *Afrikanistische Arbeitspapiere*29: 63-87. Drolc, U. 2000. Zur Typologie des Perfekts (am Beispiel des Swahili). W. Breu (ed.), *Probleme der interaktion von Lexik und Aspekt (ILA)*. 91-112. Tu?bingen: Max Niemeyer. Fleischmann, S. 1990. *Te**nse and narrativity? From medieval performance to modern fiction*. Austin? University of Texas Press. Hopper, P. 1979. Aspect and foregrounding in discourse. T. Giv?n (ed.), *Syntax and Semantics, 12? Discourse and Syntax*. 213-241. New York, Academic Press. Jaggar, P.H, 2006, The Hausa perfective tense-aspect used in WH-/Focus constructions and historical narratives: A unified account. In: Hyman, Larry M. and Newman, Paul, (eds.), *West African Linguistics: Descriptive, Comparative, and Historical Studies in Honor of Russell G. Schuh.* 100-133. Studies in African Linguistics. K?nig, C. 1993. *Aspekt im Maa*. K?ln: Institu?t fu?r Afrikanistik, Universitat zu Ko?ln. Labov, W. & J. Waletzky. 1967. Narrative analysis? oral versions of personal experience. J. Helm (ed.), *Essays on the verbal and visual arts*, 12-42. (Proceedings of the 1966 Annual Spring Meeting of the American Ethnological Society.) Seattle? University of Washington Press. Newman, P. 2000. *The Hausa **language: An **encyclopedic **reference **g rammar.* New-Haven and London: Yale University Press. Nurse, D. 2008. *Tense and aspect in Bantu*. Oxford? Oxford University Press. Robert, S. 1991. *Approche e?nonciative du syste?me verbal? le cas du Wolof. * Paris? E?ditions du CNRS. Robert, S. 2012. From temporal vagueness to syntactic and pragmatic dependency? the case of null tense (or aorist). Paper presented at the SLE 45th meeting, Stockholm. Sawicki, L. 2008. *Towards a narrative grammar of Polish*. Warsaw: Warsaw University Press. Tucker, A. N. & J. Ole-Mpaayei. 1955. *Maasai **grammar, with **vocabulary*. London? Longman, Green & Co. From spike at uoregon.edu Tue Oct 16 03:22:38 2012 From: spike at uoregon.edu (Spike Gildea) Date: Mon, 15 Oct 2012 20:22:38 -0700 Subject: Position: Assistant Professor, Second Language Acquisition, University of Oregon Message-ID: *Advertisement/Position Announcement* University or Organization: University of Oregon Department: Linguistics Job Location: Oregon, USA Web Address: http://logos.uoregon.edu/ Job Rank: Assistant Professor Specialty Areas: Second language acquisition The Department of Linguistics at the University of Oregon is searching for an assistant professor with a specialization insecondlanguage acquisition. The position begins September16,2013. The successful candidate will be expected to maintain an active SLA research profile that connects with current areas of strength in the departmentand to contribute to service requirements. Teaching expectations include undergraduate and graduate courses in general linguistics and second language acquisition, plus courses in our Second Language Acquisition and Teaching Certificate (http://slat.uoregon.edu) and in the MA Language teaching Specialization (http://logos.uoregon.edu/programs/graduate/teaching_specialization.shtml).The successful candidate may also propose the development of other courses, including graduate seminars in areas of specialization, plus mentoring of graduate student research at both the MA and PhD levels. While this appointment is wholly within Linguistics, there will be considerable opportunity to interact with faculty and students in allied departments and programs,e.g., various language teaching departments, Psychology, the Center for Applied Second Language Studies (http://casls.uoregon.edu/), the Northwest Indian Language Institute (http://pages.uoregon.edu/nwili/), and the World Languages Academy (http://wla.uoregon.edu/). A Ph.D. in Second Language Acquisition, Linguistics or a related field is required by September 16, 2013. Salary will be commensurate with qualifications. Applications are only being accepted via http://academicjobsonline.org . Applications should include a cover letter, research and teaching statements, representative publications, and the names and contact information for three references (including at least one reference from someone who can address your teaching). Letters of reference and teaching evaluations will not be required with the initial application. To be assured of consideration the application materials must be received by December 15, 2012. We expect to conduct some preliminary interviews at the Linguistics Society of America conferencein Boston, January 2013. The University of Oregon is an Equal Opportunity/Affirmative Action institution committed to cultural diversity and compliance with the Americans with Disabilities Act. The successful candidate will support and enhance a diverse learning and working environment. Application Deadline:be assured of consideration application materials must be received by December 15, 2012.The position will remain open until filled. Web Address for Applications: http://academicjobsonline.org Contact Information: Professor Scott DeLancey Email: delancey at uoregon.edu From langconf at bu.edu Tue Oct 16 22:12:18 2012 From: langconf at bu.edu (BUCLD) Date: Tue, 16 Oct 2012 18:12:18 -0400 Subject: BUCLD 37 Pre-registration ends 10/23 Message-ID: Dear Prospective BUCLD 37 Attendee, We would like to remind you that the deadline to pre-register for BUCLD 37 is Tuesday, October 23, 2012. By pre-registering not only will you receive a reduced rate for the conference, but you will also be able to check-in at the registration desk quickly and proceed to the various exciting talks without waiting in line. Regular full-price registration will continue to be available online from Wednesday, October 24 through Tuesday, October 30. To register, please visit the following website: http://www.bu.edu/bucld/conference-info/registration/ For general information on the conference including the full schedule, please visit: http://www.bu.edu/bucld You can also register for the Society for Language Development Symposium ?Neuroplasticity and language? on Thursday November 1, 1-4pm through our website. The SLD would also like to announce a new student award. Please see their website for more information: http://www.bcs.rochester.edu/sld/symposium.html We look forward to seeing you at BUCLD 37! From bkbergen at cogsci.ucsd.edu Sun Oct 21 03:01:06 2012 From: bkbergen at cogsci.ucsd.edu (Benjamin Bergen) Date: Sat, 20 Oct 2012 20:01:06 -0700 Subject: 'Louder than words': New book on embodied simulation and meaning Message-ID: Dear Funknetters, I'm pleased (and relieved) to announce the publication of a new book I've written, which might be of interest to members of this list. It's called "Louder than Words: The New Science of How the Mind Makes Meaning," from Basic Books, and is available at fine booksellers everywhere, both in the real world and online. The book articulates an embodied theory of meaning based on the premise that language users simulate what it would be like to experience things and events that are described, using their perceptual, motor, and affective systems. I combine evidence from brain imaging and behavioral experiments with linguistic analysis to show what work simulation can do for a theory of language. Chapters address individual differences in meaning, meaning differences across languages and cultures, how grammar drives meaning and simulation, and how and what people simulate when dealing with metaphorical language. I tried to write the book in such a way that it's at once accessible to the interested lay reader and at the same time packed densely enough with compelling current research to be useful to the specialist researcher and appropriate for classes on meaning, language, and cognition. I hope you'll find that I've succeeded! You can find an excerpt, chapter list, and other materials here: http://www.louderthanwordsbook.com And Salon.com published an excerpt from the first chapter today: http://www.salon.com/2012/10/20/where_does_language_come_from/. Best regards, Ben +=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=+ Benjamin K. Bergen Associate Professor, Department of Cognitive Science Director, Language and Cognition Lab University of California, San Diego My new book, coming out October 30, 2012: Louder than words: The new science of how the mind makes meaning http://www.louderthanwordsbook.com Contact: bkbergen at ucsd.edu http://www.cogsci.ucsd.edu/~bkbergen/ Office: (858)534-2523 +=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=+ From dryer at buffalo.edu Mon Oct 29 21:34:48 2012 From: dryer at buffalo.edu (Matthew Dryer) Date: Mon, 29 Oct 2012 17:34:48 -0400 Subject: quasi-publishing Message-ID: I am seeking advice on behalf of a colleague.She is looking for a way to make available a manuscript about conversation, most of which is detailed analyses of a set of actual conversations, but which she feels is not appropriate to be published as a book in the normal way, partly because it is very long (over 1200 pages) and partly because the fact that it is primarily detailed analyses means that it would be difficult to publish in the normal way.What she is looking for is some sort of "quasi-publication", where the manuscript would be accessible to people and where copies of it would find their way into at least some libraries so that it would be accessible in the distant future. If any of you have suggestions as to where she might "quasi-publish" her manuscript, please let me know. Thanks, Matthew Dryer From macw at cmu.edu Mon Oct 29 22:29:31 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 29 Oct 2012 15:29:31 -0700 Subject: quasi-publishing In-Reply-To: <508EF678.2090801@buffalo.edu> Message-ID: Your colleague could contribute these conversations with linked audio to TalkBank, so people could really get into the data she has analyzed. We could post her manuscript along with the data. It would get an ISBN. Whether libraries will eventually ingest material in this form is unclear. -- Brian MacWhinney, CMU On Oct 29, 2012, at 2:34 PM, Matthew Dryer wrote: > > I am seeking advice on behalf of a colleague.She is looking for a way to make available a manuscript about conversation, most of which is detailed analyses of a set of actual conversations, but which she feels is not appropriate to be published as a book in the normal way, partly because it is very long (over 1200 pages) and partly because the fact that it is primarily detailed analyses means that it would be difficult to publish in the normal way.What she is looking for is some sort of "quasi-publication", where the manuscript would be accessible to people and where copies of it would find their way into at least some libraries so that it would be accessible in the distant future. > > If any of you have suggestions as to where she might "quasi-publish" her manuscript, please let me know. > > Thanks, > > Matthew Dryer > > > From bischoff.st at gmail.com Tue Oct 30 12:13:45 2012 From: bischoff.st at gmail.com (s.t. bischoff) Date: Tue, 30 Oct 2012 08:13:45 -0400 Subject: How hierarchical is language use? Message-ID: Some may find this article of interest... How hierarchical is language use? Stefan L. Frank1,*, Rens Bod2 and Morten H. Christiansen3 Proceedings of the Royal Society It is generally assumed that hierarchical phrase structure plays a central role in human language. However, considerations of simplicity and evolutionary continuity suggest that hierarchical structure should not be invoked too hastily. Indeed, recent neurophysiological, behavioural and computational studies show that sequential sentence structure has considerable explanatory power and that hierarchical processing is often not involved. In this paper, we review evidence from the recent literature supporting the hypothesis that sequential structure may be fundamental to the comprehension, production and acquisition of human language. Moreover, we provide a preliminary sketch outlining a non-hierarchical model of language use and discuss its implications and testable predictions. If linguistic phenomena can be explained by sequential rather than hierarchical structure, this will have considerable impact in a wide range of fields, such as linguistics, ethology, cognitive neuroscience, psychology and computer science. From BartlettT at cardiff.ac.uk Wed Oct 31 07:26:02 2012 From: BartlettT at cardiff.ac.uk (Tom Bartlett) Date: Wed, 31 Oct 2012 07:26:02 +0000 Subject: How hierarchical is language use? In-Reply-To: Message-ID: Those researching in this area may be interested in the work of my colleague, Gerard O'Grady, on the grammar of increments, which develops Brazil's concept of linear grammar. A Grammar of Spoken English Discourse: ?The Intonation of Increments. http://books.google.co.uk/books/about/A_Grammar_of_Spoken_English_Discourse.html?id=wM4CuAAACAAJ&redir_esc=y Tom. -----funknet-bounces at mailman.rice.edu wrote: ----- To: Funknet From: "s.t. bischoff" Sent by: funknet-bounces at mailman.rice.edu Date: 30/10/2012 12:14 Subject: [FUNKNET] How hierarchical is language use? Some may find this article of interest... How hierarchical is language use? Stefan L. Frank1,*, Rens Bod2 and Morten H. Christiansen3 Proceedings of the Royal Society It is generally assumed that hierarchical phrase structure plays a central role in human language. However, considerations of simplicity and evolutionary continuity suggest that hierarchical structure should not be invoked too hastily. Indeed, recent neurophysiological, behavioural and computational studies show that sequential sentence structure has considerable explanatory power and that hierarchical processing is often not involved. In this paper, we review evidence from the recent literature supporting the hypothesis that sequential structure may be fundamental to the comprehension, production and acquisition of human language. Moreover, we provide a preliminary sketch outlining a non-hierarchical model of language use and discuss its implications and testable predictions. If linguistic phenomena can be explained by sequential rather than hierarchical structure, this will have considerable impact in a wide range of fields, such as linguistics, ethology, cognitive neuroscience, psychology and computer science. From kuzar at research.haifa.ac.il Wed Oct 31 16:55:38 2012 From: kuzar at research.haifa.ac.il (Ron Kuzar) Date: Wed, 31 Oct 2012 18:55:38 +0200 Subject: Kuzar: new book Message-ID: Dear colleagues, My book has just been published. More info in the attached flyer. Best, Ron Kuzar ----------- Sentence Patterns in English and Hebrew Ron Kuzar University of Haifa Sentence Patterns in English and Hebrew offers an innovative perspective on sentential syntax, in which sentence patterns are introduced as constructions within the general framework of Construction Grammar. Drawing on naturally occurring data collected from the Internet, the study challenges the prevailing view of predication as the sole mechanism of sentence formation, and introduces the idea of patterning as a complementary, sometimes even alternative mechanism. Major sentence patterns of English and Hebrew are systematically presented, targeting both their form and their function. A contrastive analysis of the sentence patterns in these two languages results in postulating a typological group, in which cognitive motivations are shown to account for both similarities and differences within the typology. Sentence Patterns in English and Hebrew will appeal to scholars of constructional approaches, cognitive linguistics, typology, syntax, as well as anyone interested in English and Hebrew. [Constructional Approaches to Language, 12] 2012. xvii, 254 pp. Hb 978 90 272 0434 9 EUR 95.00 E-book 978 90 272 7331 4 EUR 95.00 =============================================== Dr. Ron Kuzar Address: Department of English Language and Literature University of Haifa IL-31905 Haifa, Israel Office: +972-4-824-9826, Fax: +972-4-824-9711 Home: +972-77-481-9676, Mobile: +972-54-481-9676 Email: kuzar at research.haifa.ac.il Homepage: http://research.haifa.ac.il/~kuzar =============================================== From tiflo at csli.stanford.edu Wed Oct 31 17:34:09 2012 From: tiflo at csli.stanford.edu (T. Florian Jaeger) Date: Wed, 31 Oct 2012 13:34:09 -0400 Subject: How hierarchical is language use? Message-ID: > -----funknet-bounces at mailman.rice.edu wrote: ----- > To: Funknet > From: "s.t. bischoff" > Sent by: funknet-bounces at mailman.rice.edu > Date: 30/10/2012 12:14 > Subject: [FUNKNET] How hierarchical is language use? > > Some may find this article of interest... > > How hierarchical is language > use?< > http://rspb.royalsocietypublishing.org/content/early/2012/09/05/rspb.2012.1741.full.pdf+html > > > Stefan L. Frank1,*, Rens Bod2 and Morten H. Christiansen3 > Proceedings of the Royal Society > > > It is generally assumed that hierarchical phrase structure plays a central > role in human language. However, > considerations of simplicity and evolutionary continuity suggest that > hierarchical structure should not > be invoked too hastily. Indeed, recent neurophysiological, behavioural and > computational studies show > that sequential sentence structure has considerable explanatory power and > that hierarchical processing > is often not involved. In this paper, we review evidence from the recent > literature supporting the hypothesis > that sequential structure may be fundamental to the comprehension, > production and acquisition of > human language. Moreover, we provide a preliminary sketch outlining a > non-hierarchical model of > language use and discuss its implications and testable predictions. If > linguistic phenomena can be > explained by sequential rather than hierarchical structure, this will have > considerable impact in a wide > range of fields, such as linguistics, ethology, cognitive neuroscience, > psychology and computer science. > > > I thought I'd throw in my 2 cents about that paper and link to an additional paper of interest by the same authors: Frank and Bod 2011 in PsychScience "Insensitivity of the Human Sentence-Processing System to Hierarchical Structure", preprint available here: http://www.academia.edu/509509/Insensitivity_of_the_Human_Sentence-Processing_System_to_Hierarchical_Structure In that paper, the authors provide evidence that at least *some* measures of processing difficulty during reading are more affected by sequential rather than hierarchical features. They show that probabilistic phrase structure grammars (PCFGs) are better at predicting words than simple recurrent networks (SRNs). Crucially though, the probabilities (expectations) derived from SRNs provide a better fit against human reading times than the probabilities derived from PCFGs (several versions of both models are evaluated and compared; specifically, as I recall, the models are evaluated under the surprisal linking hypothesis proposed by Hale, 2001; Levy, 2008 ). The authors take this to argue that humans rely on representations that resemble those inherent to SRNs more closely than PCFGs. The methodology employed by the authors is rather thorough, so that I would think the results would replicate. Three caveats: first, it should be clarified is that SRNs, of course, *do* hierarchical structure, though their latent structure is typically considerably flatter than PCFGs (and less pre-determined, of course). Second, the quality of the PCFGs depends on the quality of the Treebank they are trained on. While the fact that the PCFGs predicted words better than SRNs did suggests that the Treebank structures were decent, this does not mean that the study tested whether human sentence comprehension involves *any* hierarchical structure (of a different nature). The authors acknowledge something similar to that in the discussion. Third, the data presented in the main text are analyzing first past fixations (i.e., the measure in reading that is perhaps expected to be most sensitive to the earliest pieces of information that become available during processing). I haven't yet checked the supplementary information, which contains analyses of additional measures. Finally, I felt that in the "How hierarchical is language use?" paper some of the clarity that the previous paper (discussed above) had got lost. The idea that we switch back and forth between different 'parallel' sequential processing stream (see discussion) is just a different way of stating that language *is* hierarchical. What is left is much less controversial (and rather insightful, like the first paper): much of processing does not require any or at least not particularly 'deep' hierarchical structure, if we're willing to accept a rich mental lexicon that includes lexicalized structures (which we need to anyway). I am cc-ing Stefan Frank to correct any wrong details in my summary of his paper. Florian